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THE UNITED REPUBLIC OF TANZANIA
PRESIDENT’S OFFICE
REGIONAL ADMINISTRATION AND LOCAL GOVERNMENT
BASIC EDUCATION STATISTICAL ABSTRACT
2004-2017
Dodoma
March, 2018
i
TABLE OF CONTENTS
LIST OF TABLES ................................................................................................................. iii
LIST OF CHARTS................................................................................................................ iv
ABBREVIATIONS ................................................................................................................. vi
FOREWORD ........................................................................................................................ viii
INTRODUCTION .................................................................................................................. ix
1.0 ACCESS AND EQUITY IN BASIC EDUCATION .................................................. 1
1.1 ENROLMENT OF PUPILS IN PRE-PRIMARY, PRIMARY AND
SECONDARY SCHOOLS .................................................................................................. 2
1.2 GROSS ENROLMENT RATIO (GER) ................................................................... 7
1.3 NET ENROLMENT RATE (NER) ........................................................................ 10
1.4 GENDER PARITY INDEX (GPI) .......................................................................... 13
1.5 ADULT AND NON-FORMAL EDUCATION ................................................... 18
1.6 ENROLMENT OF PUPILS WITH DISABILITIES IN PRE-PRIMARY,
PRIMARY AND SECONDARY SCHOOLS .................................................................. 21
2.0 QUALITY OF EDUCATION .................................................................................... 26
2.1 ADEQUATE SUPPLY OF TEACHERS ............................................................... 26
2.2 ADEQUATE NUMBER OF CLASSROOMS ...................................................... 29
2.3 AVAILABILITY OF TOILETS IN PRIMARY SCHOOLS ................................. 33
2.4 AVAILABILITY OF DESKS IN PRIMARY AND SECONDARY SCHOOLS 35
2.5 TEACHERS’ HOUSES IN PRIMARY AND SECONDARY SCHOOLS ......... 37
2.6 AVAILABILITY OF LABORATORIES IN SECONDARY SCHOOLS ............ 40
2.7 PERFORMANCE IN PRIMARY AND SECONDARY EXAMINATIONS .... 42
2.8 TRANSITION RATE FROM PRIMARY TO SECONDARY EDUCATION ... 45
2.9 ADEQUACY OF FACILITATORS IN ADULT AND NON-FORMAL
EDUCATION ..................................................................................................................... 47
2.10 RATE OF MAINSTREAMING ADULT AND NON-FORMAL LEARNERS
TO FORMAL EDUCATION ............................................................................................ 49
3.0 INTERNAL EFFICIENCY ......................................................................................... 51
3.1 REPETITION RATE IN PRIMARY AND SECONDARY SCHOOLS ............. 51
3.2 DROPOUT RATE IN PRIMARY AND SECONDARY SCHOOLS ................. 53
ii
3.3 SURVIVAL RATES ................................................................................................ 57
3.4 TRANSITION RATES ............................................................................................ 60
4.0 EDUCATION FINANCING ..................................................................................... 62
4.1 EDUCATION SECTOR BUDGET ........................................................................ 62
4.2 GROWTH RATE OF THE EDUCATION SECTOR .......................................... 66
5.0 PRIVATE SECTOR INVOLVEMENT IN EDUCATION...................................... 67
5.1 NON-GOVERNMENT PRIMARY AND SECONDARY SCHOOLS ............. 67
5.2 ENROLMENT IN NON-GOVERNMENT SECONDARY SCHOOLS ........... 70
Appendix 1: META DATA (EXPLANATIONS OF SELECTED INDICATORS)......... 74
Appendix2A: NUMBER OF PUPILS IN PRE-PRIMARY, PRIMARY AND
SECONDARY SCHOOLS, 2004-2017 ......................................................... 88
Appendix 2B: GROSS ENROLMENT RATIO (GER), 2004-2017 .................................. 89
Appendix 2C: NET ENROLMENT RATE (NER), 2004-2017 ......................................... 90
iii
LIST OF TABLES
Table 1: Gender Parity Index in Total Enrolment by Levels of Education 2004-2017 ............. 13
Table 2: Number of COBET and ICBAE Learners Enrolled in 2008-2013 and 2016-2017 ....... 19
Table 3: Enrolment of Pupils with Disabilities in Pre Primary Schools, by type of Disability
and Sex, 2009-2013 and 2016-2017 ................................................................................................... 23
Table 4: Enrolment of Pupils with Disabilities in Primary Schools, by type of Disability and
Sex, 2009-2013 and 2016-2017 ........................................................................................................... 24
Table 5: Enrolment of Pupils with Disabilities in Secondary Schools, by type of Disability
and Sex, 2009-2013 ............................................................................................................................. 25
Table 6: Number of Teachers in Pre-Primary, Primary and Secondary Schools, 2004-2017 .. 28
Table 7: Number of Classrooms in Primary and Secondary Schools, 2010, 2013, 2015 and
2017 ...................................................................................................................................................... 30
Table 8: Availability of Teachers’ Houses in Primary Schools, 2017 ......................................... 38
Table 9: Availability of Teachers’ Houses in Secondary Schools, 2017 ..................................... 39
Table 10: Availability of Laboratories in Secondary Schools, 2017 ............................................ 41
Table 11: Pass Rates in Primary and Secondary Schools, 2004-2016 .......................................... 43
Table 12: Transition Rates from Primary to Secondary, 2004-2016 ............................................ 46
Table 13: Number and Ratio of COBET Learners and Facilitators, 2006-2017 ......................... 47
Table 14: Number and Ratio of ICBAE Learners and Facilitators 2006-2016 ........................... 48
Table 15: Mainstreaming of COBET Learners into Formal Primary Education, 2010-2013 ... 49
Table 16: Number of COBET Learners Mainstreamed into Form I and Vocational Education,
2010-2013 ............................................................................................................................................. 50
Table 17: Education Sector Budget, 2003/2004-2016/2017 ......................................................... 62
Table 18: Budgetary Allocation to the Education Sector by Education Levels 2003/04 -
2016/17 (in TZS millions) ................................................................................................................. 65
iv
LIST OF CHARTS
Chart 1: Number of Pupils in Pre-Primary Government and Non-Government Streams/
Schools 2004-2017 ............................................................................................................... 2
Chart 2: Number of Pupils in Primary Government and Non-Government Schools 2004-
2017 ...................................................................................................................................... 3
Chart 3: Number of Pupils in Lower (Form I-IV) and Upper (Form V-VI) Government and
Non-Government Secondary Schools 2004-2017 ........................................................... 5
Chart 4: Percentage Change of Students’ Enrolments in Lower (Form I-IV) and Upper (Form
V-VI) Government and Non-Government Secondary Schools 2004-2017 ................. 5
Chart 5: Number of Pupils in Higher (Form V-VI) Government and Non-Government
Secondary Schools 2004-2017 ........................................................................................... 7
Chart 6: GER in Pre-Primary, Primary and Secondary Schools, 2004-2017 ................................ 8
Chart 7: NER in Pre Primary, Primary and Secondary, 2004-2017 ............................................ 11
Chart 8: Gender Parity Index in Total Enrolment, 2004-2017 ..................................................... 14
Chart 9: Gender Parity Index by GER 2006-2013 and 2016-2017 ................................................ 16
Chart 10: Gender Parity Index by NER, 2006-2013 and 2016-2017 ............................................ 17
Chart 11: Comparison of GPIs in Lower Secondary Education Enrolment and PSLE Pass
Rates, 2010-2017 ................................................................................................................ 18
Chart 12: Number of COBET Learners, 2008-2013 and 2016-2017 ............................................. 20
Chart 13: Number of ICBAE Learners Enrolled, 2008-2013 and 2016-2017 .............................. 21
Chart 14: Number of Primary Pupils per 1 Teacher, 2004-2017 ................................................. 28
Chart 15: Regional Ranking by Average Number of Pupils per Classroom (PCR) in Primary
Schools ............................................................................................................................... 31
Chart 16: Regional Ranking by Average Number of Pupils per Classroom (PCR) in
Secondary Schools ............................................................................................................ 32
Chart 17: Pupil Pit Latrine Ratio (PLR) in Primary Schools, 2017 .............................................. 34
Chart 18: Pupil Desk Ratio in Primary Schools, 2016-2017 ......................................................... 36
Chart 19: Trend of Performance in CSEE, 2004-2016 ................................................................... 44
Chart 20: Trend of Gender-Disaggregated Performance in PSLE, 2001-2016 .......................... 45
Chart 21: Percentages of COBET Learners Mainstreamed into Standard V, 2010-2013 ......... 49
Chart 22: Percentage of COBET Learners Mainstreamed into Form I and Vocational
Education, 2010- 2013 ...................................................................................................... 50
Chart 23: Repetition Rate in Primary Education, 2003-2016 ....................................................... 52
Chart 24: Repetition Rate in Secondary Schools, 2017 ................................................................. 53
Chart 25: Dropout Rate in Primary Schools, 2004-2017 ............................................................... 54
Chart 26: Reasons for Boys’ Dropout from Primary Schools, 2016-2017................................... 55
v
Chart 27: Reasons for Girls’ Dropout from Primary Schools, 2016-2017 .................................. 56
Chart 28: Dropout Rate in Secondary Schools, 2004-2017 ........................................................... 57
Chart 29: Survival Rates in Primary Education, 2010-2017 ......................................................... 58
Chart 30: Survival Rates in Secondary Education, 2010-2017 ..................................................... 60
Chart 31: Transition Rates from Primary to Secondary Education, 2012-2017......................... 61
Chart 32: Education Budget as share of Total Budget and of GDP, 2004/05-2016/17 ........... 63
Chart 33: Change in Total Budget, GDP and Education Sector Budget, 2004/05-2016/17 .... 64
Chart 34: Budgetary Allocation to the Education Sector by Education Levels 2003/04 -
2016/17 (in TZS millions) ............................................................................................... 65
Chart 35: Growth Rate of the Education Sector, 2006-2016 ......................................................... 66
Chart 36: Number of Primary and Secondary Government and Non-Government Schools,
2004-2017 ........................................................................................................................... 68
Chart 37: Percentages of Non-Government Schools among Total Primary and Secondary
Schools, 2004-2017 ............................................................................................................ 69
Chart 38: Percentage Change in Number of Primary and Secondary Schools between
Consecutive Years, 2004-2017 ......................................................................................... 70
Chart 39: Percentage of Pupils Enrolled in Non-Government Schools, 2004 – 2017 ............... 71
vi
ABBREVIATIONS
ACSEE Advanced Certificate of Secondary Education Examination
ANFE Adult and Non-Formal Education
BEST Basic Education Statistics in Tanzania
BRN Big Results Now
COBET Complementary Basic Education in Tanzania
CSEE Certificate of Secondary Education Examination
EFA Education for All
ESDP Education Sector Development Programme
ETP Education and Training Policy
F Female
GDP Gross Domestic Product
GER Gross Enrolment Ratio
GPI Gender Parity Index
HEDP Higher Education Development Programme
ICBAE Integrated Community Based Adult Education
Lab. Laboratory
LFR Learner Facilitator Ratio
M Male
Mill Million
MKUKUTA Mkakati wa Kukuza Uchumi na Kupunguza Umasikini Tanzania
MOEST Ministry of Education, Science and Technology
MOEVT Ministry of Education and Vocational Training (now MOEST)
N/A Not Available/Applicable
NBS National Bureau of Statistics
NECTA National Examinations Council of Tanzania
NER Net Enrolment Rate
vii
NFYDP National Five Year Development Plan
NIR Net Intake Rate
PCR Pupil Classroom Ratio
PDR Pupil Desk Ratio
PEDP Primary Education Development Programme
PLR Pupil Pit Latrine Ratio
PO-RALG President's Office - Regional Administration and Local
Government
PSLE Primary School Leaving Examination
PSR Primary Survival Rate
PTR Pupil Teacher Ratio
SEDP Secondary Education Development Programme
SDGs Sustainable Development Goals
TDV Tanzania Development Vision
viii
FOREWORD
The President's Office, Regional Administration and Local Government (PO-
RALG) has pleasure to present for the first time a fourteen (14) years, and one
of its kind, Basic Education Statistical Abstract. The reason for producing this
abstract is the increased demand for basic education statistics by many
stakeholders and the public at large.
This publication has essential education indicators and statistics summarised
over a span of fourteen years (2004-2017), briefly interpreted and analysed,
showing possible reasons for the observed results and proposed intervention
measures for maintaining or improving performance. This abstract will help
different actors in the education sector to assess the trends in education
performance and respond accordingly in planning, research and decision
making to address various education issues. It is our expectation that these
compiled statistics and indicators at different levels of basic education across
this extended time period, coupled with the interpretation, analysis and
recommendations provided, will fill a gap in the demand for Basic Education
statistics.
It is my pleasure to welcome various education stakeholders to join efforts in
addressing the demands of the education sector. Furthermore, I welcome
views and suggestions for improvements that may be incorporated into future
publications.
Eng. Mussa I. Iyombe
Permanent Secretary
President’s Office, Regional Administration and Local Government
March, 2018
ix
INTRODUCTION
In order to realize the vision of Tanzania becoming a Lower Middle Income
Country (LMIC) by 2025, the education sector is a catalytic sector for building
human resource skills and creating the mind-set of Tanzanians for economic
development. To make sure that the education sector is able to influence
growth, the Government of the United Republic of Tanzania has introduced
various strategies such as the Education Sector Development Programme
(ESDP) under which the Primary Education Development Programme
(PEDP), the Secondary Education Development Programme (SEDP) and the
Technical and Higher Education Development Programmes (HEDP) were
developed. Through the National Strategy for Economic Growth and
Reduction of Poverty, known by the acronym MKUKUTA, the Government
committed to ensure that all children complete Primary Education. In
addition to that, Tanzania is among the countries which signed the
commitment of Education for All (EFA) that advocates Universal Primary
Education (UPE). More recently, His Excellency President Dr. John Pombe
Magufuli has committed the Government to providing eleven years of fee-free
Basic Education to all.
During the implementation of the above mentioned programmes the
Government has been evaluating the performance of the programmes through
tracking various indicators over the specified period of time. These indicators
are computed from professionally collected data from all basic education sub-
sectors on an annual basis. This publication comprises essential indicators
and statistical summaries showing the Basic Education sub-sector
performance for the years 2004 to 2017. It is our hope that the abstract will
help different education actors to assess and respond to the Basic Education
x
sub-sector’s performance, particularly in their areas of interest and
jurisdiction.
The data presented in this abstract are from the Basic Education sub-sectors:
Pre-Primary, Primary, Secondary, Adult and Non-Formal Education. This first
Basic Education Statistical Abstract is the collection of data from Basic
Education Statistics in Tanzania (BEST) booklets from 2004 to 2013 published
by Ministry of Education, Science and Technology (MoEST, previously
MoEVT) and Basic Statistics for Basic Education in Tanzania from 2014 to 2017
published by PO-RALG.
This abstract covers issues on access and equity, education quality, internal
efficiency and private sector participation.
1
1.0 ACCESS AND EQUITY IN BASIC EDUCATION
One of the fundamental issues in the education sector in a given country is how
to increase and promote access to and equity of education in the society. This has
been a key priority in Tanzania since the introduction of the Education and
Training Policy of 1995 that was revised in 2014. The assessment of the
implementation of this policy is done from time to time using appropriate
indicators such as: Enrolment, Gender Parity Index (GPI), Gross Enrolment Ratio
(GER), Net Enrolment Rate (NER), Transition Rate and Pass Rate. The listed
Tables contain various summaries of statistics and their corresponding indicators
for years 2004 – 2017 showing the performance of the basic education sub-
sectors. These statistics and indicators are analysed and interpreted for each sub-
sector as follows.
2
1.1 ENROLMENT OF PUPILS IN PRE-PRIMARY, PRIMARY AND
SECONDARY SCHOOLS
1.1.1 Pre-Primary
Chart 1: Number of Pupils in Government and Non-Government Pre-Primary Schools/Streams, 2004-2017
Source: MOEVT & PO-RALG, BEST 2004-2017 Note: Percentages in brackets are the increase or decrease in rates of enrolment between two consecutive
years
For the Pre-Primary sub-sector, the total enrolment saw significant increases in
the years 2005 (15.1%), 2007 (18.8%), 2011 (15.5%) and 2016 (46.1%). However, the
enrolment decreased in the years 2012 (-3.2%), 2013 (-0.8%) and2017 (-2.9%). The
possible explanation for the increases in enrolment prior to 2016 is the
implementation enforcement of the education policy that required every school
3
to have a Pre-Primary class. However, there is a need to do further study on the
reasons for the dip in enrolment in the years 2012 and 2013. The large increase in
2016 is undoubtedly due to the introduction of the Fee-Free Basic Education
policy, with the definition of Basic Education including one year of Pre-Primary
education for all children. On average, enrolment was increasing at the rate of 2.7
percent per year over the period of twelve years (2004 – 2015), followed by a
sudden jump in 2016. Overall, enrolment increased from 554,835 in 2004 to
1,517,670 in 2017, which is equal to a 173.5 percent increase. This indicates that
Tanzania is well on track to achieve SDG Goal 4.2, universal access to quality
early childhood development, care and pre-primary education.
1.1.2 Primary
Chart 2: Number of Pupils in Primary Government and Non-Government Schools 2004-2017
Source: MOEVT & PO-RALG, BEST 2004-2017
4
The number of pupils enrolled in Primary schools has increased from 7,083,063
(2004) to 9,317,791 (2017), which is an overall increase of 31.6 per cent. While total
enrolment was expanding, the enrolment growth rate was steadily decreasing
from 6.5% in 2005 to 0.4% in 2009. Then between 2010 and 2014 the total
enrolment decreased annually, from 8,441,553 (2009) to 8,222,667 (2014). In 2016
and 2017 there have been large annual increases of 4.1 per cent and 7.9 per cent
respectively. On average, enrolment was increasing at the rate of 2.4 percent per
year over the period of fourteen years (2004 – 2017).
The increased enrolment rate from 2004 to 2009 is attributed to the
implementation of the PEDP I and II which promoted access to education
especially for children in rural areas. The possible explanation for the decrease of
the enrolment from 2010 to 2014 might be due to the increased dropout rate led
by truancy which was 75.5 % in 2012. The sharp increase in enrolment in 2016
and 2017 are almost certainly due to the Fee-Free Basic Education policy.
5
1.1.3 Secondary (Form I-VI)
Chart 3: Number of Pupils in Ordinary Level (Form I-IV) and Advanced Level (Form V-VI) Government and Non-Government Secondary Schools 2004-2017
Source: MOEVT & PO-RALG, BEST 2004-2017
Chart 4: Percentage Change of Students’ Enrolment in Ordinary Level (Form I-IV) and Advanced Level (Form V-VI) Government and Non-Government Secondary Schools 2004-2017
Source: MOEVT & PO-RALG, BEST 2004-2017
6
1.1.3.1 Ordinary Level Secondary (Form I-IV)
In Lower Secondary education (Form I – IV), or Ordinary Level, enrolment
increased at an accelerating rate in the years 2005 (22.0%), 2006 (29.0%) and 2007
(53.0%) and again in 2014 (8.2%) and in 2016 (1.7%) and 2017 (5.5%). However,
although total enrolment continued to increase, the rate of increase in enrolment
slowed down during the years 2008 (20%), 2009 (20%), 2010(12%), 2011 (9%) and
2012 (5%). Total enrolment decreased during 2013 (-4.0%) and 2015 (-11.9%).
Overall, enrolment increased from 401,598 in 2004 to 1,767,890 in 2017, equal to a
total increase of 340.2 per cent. On average, enrolment increased at the rate of
26.24 percent per year over the period of fourteen years (2004 – 2017).
The rapid increase in enrolment from 2004 to 2012 may be attributed to the
Government’s focus on secondary education during those years, including the
policy of building secondary schools at the ward level, supported by SEDP I and
II. The enrolment decreased abruptly in year 2013 due to poor performance in
PSLE in 2012. Enrolment remained static since then, but begun to increase again
in 2016 and 2017, probably due to the new Fee-Free Basic Education policy,
although the effect at secondary school is much less than that of primary and
Pre-Primary education.
1.1.3.2 Advanced Level Secondary (Form V-VI)
At Advanced Level Secondary education, the total number of enrolled students
was rising steadily from 2004 to 2012, although the enrolment growth rate was
mostly decreasing year-on-year from 32.1 per cent in 2006 to -7.3 per cent in 2013.
There was a decrease in total enrolment in 2013 only. Since 2014 the enrolment
growth rate has been accelerating, from 2 per cent in 2014 to 7.3 per cent in 2017.
There was a large increase of 63.5 per cent in 2016.
7
Overall, enrolment increased from 31,001 in 2004 to 140,967in 2017, or an increase
of 354.7 per cent. On average, enrolment increased at the rate of 27.3 percent per
year over the fourteen year period (2004 – 2017) with a major jump in 2015.
The possible explanation for the steadily increased enrolment from 2005 to 2012
is the general expansion of secondary education under SEDP I and II that not
only expanded enrolment at Ordinary Level, but under SEDP II also
emphasized that every District should have two Boarding Schools including both
Ordinary and Advanced Level Secondary Schools.
Chart 5: Number of Students in Advanced Level (Form V-VI) Government and Non-Government Secondary Schools 2004-2017
Source: MOEVT & PO-RALG, BEST 2004-2017
1.2 GROSS ENROLMENT RATIO (GER)
The Gross Enrolment Ratio (GER) is the statistical measure of total enrolment in
the specific level of education regardless of their age expressed as the percentage
of the population in the official age group.
Chart 6 shows that the GER for Pre-Primary schools was between 25.7 per cent
and 44.5 per cent of the official age group of 5-6 years between 2004 and 2015,
8
reaching a high of 44.5 per cent in 2011 and declining to 35.9 per cent by 2015.
This implies that between 55.5 and 74.3 per cent of Pre-Primary aged children
were not attending Pre-Primary Education. However in the ETP 2014 the
Government has introduced one year of Pre-Primary education as a condition for
pupils to join Primary education.
Chart 6: GER in Pre-Primary, Primary and Secondary Schools, 2004-2017
Source: MOEVT & PO-RALG, BEST 2004-2017
In 2016-2017 Chart 6 shows a huge increase in the Pre-Primary GER. This is due
to a change in the denominator, as the official age-group for Pre-Primary
education is now six-year-olds only. Even allowing for this, the 2016 and 2017
figures represent a real increase in GER, probably due to the Fee-Free Basic
Education policy.
The GER for Primary schools was over 100 per cent of the official age group (7-13
years) from 2004 to 2011, with a peak of 114.4 per cent in 2007. GER was in
steady decline from 2007 to 2015 when it reached a low of 91.9 per cent. In 2016
9
and 2017 there have been increases, with the value now standing at 96.9 per cent.
The average for over fourteen years-old is 103.2 per cent. This is the evidence
that on average at least 3 per cent of Primary school students do not belong to the
official age range. The likely reasons for this are that (i) students enter Primary
Education after their official entry age (7 years) and; (ii) many students repeat
grades and therefore spend more than seven years in the primary cycle.
However, a high GER generally indicates that there is a high degree of
participation. In 2017, at least 3.1 per cent of children in the official age group of
7-13 years were not in primary schools. In fact, the figure is probably much
higher than this, due to large numbers of over-aged children being in primary
schools. For the desired GER, over-aged enrolments and repetition rates should
decline in the future so that all primary school children belong to the correct age
group. This will also help to reduce drop-out.
The GER for Ordinary (Lower) Secondary level increased from 12.9 per cent in
2004 to 51.4 per cent in 2012 before falling in 2013 (45.5%) and 2014 (41.7%).
There was a slight improvement to 48.9 per cent in 2015 followed by further
declines to 42.6 per cent in 2016 and 41.3 per cent in 2017. The increase up to 2012
was a result of the government’s SEDP programme which had the objective of
increasing access to secondary education. It is noticeable that although Lower
Secondary enrolment has been increasing again since 2016, the GER continues to
decline, meaning that the increased numbers are not enough to keep up with the
growing population.
The GER for Advanced (Higher) Secondary level increased from 2.1 per cent in
2004 to 5.1 per cent in 2012 before falling in 2013 (4.2%) and 2014 (4.1%). There
was a large increase in 2015 (6.6%) and the GER has stabilized since then (6.8% in
both 2016 and 2017). The fall in 2013 was a result of the mass failure in 2012
Certificate of Secondary Education Examination (CSEE). The increase up to 2012
was a result of the government SEDP programme which aimed to increase access
10
to secondary education, even though enrolment only reached a maximum of 5.1
per cent of the official age group of 18-19 years. Subsequently, Big Results Now
(BRN) initiative contributed to improved pass rates and hence enrolment
expansion at Advanced Level from 2015.
The GER for the whole of Secondary education (Form I-VI, age range 14-19
years) was steadily increasing from 9.4 per cent in 2004 to 36.9 per cent in 2012
before falling to 32.1 per cent in 2013 and 29.6 per cent in 2014. It has
subsequently remained fairly stable (30% in 2015, 30.6% in 2016 and 30.1% in
2017). The increase up to 2012 was a result of government’s SEDP programmes
aimed at increasing access to secondary education, though enrolment only
reached a high of 36.9% in 2012.
1.3 NET ENROLMENT RATE (NER)
Net Enrolment Rate (NER) is the statistical measure of total enrolment of the
official age group for a given level of education expressed as the percentage of
the corresponding age group in the general population.
Chart 7 shows that from 2004 to 2015 the NER for Pre-Primary schools varied
between 24.6 and 42.4 percent of the official age group of 5-6 years, implying that
between 57.6% and 75.4% of the official age group of 5-6 years was either not
attending Pre-Primary Education or attending non-registered schools/classes. In
2016 and 2017 the NER is shown much higher (46.7% and 44.6% respectively)
and this is entirely due to a change in the denominator, as the official Pre-
Primary age group is now 6 years-old only. It does not reflect any real increase in
NER, and in fact it suggests a further declining trend, which started in 2012.
However, given the current NER, there is a possibility of reaching the NER target
of 60% as set in the Education Sector Development Plan (ESDP) for 2020/21.
11
Chart 7: NER in Pre Primary, Primary and Secondary Education, 2004-2017
Source: MOEVT& PO-RALG, BEST 2004-2017
The NER for Primary schools has ranged between 84 and 97.3 percent of the
official age group of 7-13 years, with an average of 91.8% over the fourteen years.
NER reached a peak in 2007 and has been steadily declining since then, with the
exception of an increase in 2015. The 2017 NER is the lowest since before 2004.
This means that on average at least 8.2 per cent of this official age group
population was not attending primary education and this figure currently stands
at 16 per cent. It is noticeable that despite the large increase in total primary
enrolment in 2016 and 2017 there has been no increase in NER. This is due to two
factors. First, the increase in enrolment is not able to keep up with the growing
school-age population. Secondly, there is a large increase in the number of
primary school children who are outside the official age range (mostly older than
13 years).This suggests that measures need to be taken to ensure that the NER
reaches the ESDP target of 90% by 2020/21. Initiatives have been taken to make
sure all pupils who belong to this official age group but are not in primary
schools are identified. The introduction of the Education and Training Policy
2014 expanded the entrance age to Pre-Primary education from a fixed 5 years to
12
a flexible 3 to 5 years, and to Primary education from a fixed 7 years to a flexible
4 to 6 years. However, an effective plan and close supervision of the
implementation of the Education and Training Policy is necessary.
The NER for Ordinary (Lower) Secondary level (age group 14-17 years)
increased steadily from 8.4 per cent in 2004 to 36.6 per cent in 2012 before falling
again in 2013 (33.7%), 2014 (32.9%) and 2015 (28.3%). There was then an increase
to 33.4 per cent in 2016 which fell back slightly to 33.3 per cent in 2017. The
increase up to 2012 was probably the result of government initiatives through
SEDP that aimed to increase access to Secondary Education, although enrolment
only reached 36.6 per cent at its highest. The increase in 2016 is probably the
result of the Fee Free Basic Education policy. The NER for Lower Secondary is
still below the MKUKUTA target line of 45 per cent by 2015 by 11.7 per cent. The
analysis suggests that the Government needs to introduce more initiatives to
reach the national ESDP NER target of 60% by 2020/21.
The NER for Advanced Secondary level increased from 0.5 per cent in 2004 to 2.7
per cent in 2012, although not steadily as there were temporary declines in 2005
and 2007. There was a fall to 1.8 per cent in 2013, but after that the NER increased
again (2.0% in 2014 and3.3% in 2015) and has subsequently declined again
slightly (3.2% in 2016 and 3.0% in 2017). The increase up to 2012 was largely a
result of the SEDP, which aimed to increase access to Secondary Education. The
fall in 2013 was the result of a mass failure in CSEE 2012. More efforts are needed
to restore and maintain an increasing trend of NER at this official age group of
18-19 years as 5% NER is the MKUKUTA objective for the year 2020/21.
The NER for the whole of Secondary education (Form I-VI) increased steadily
from 5.9 per cent in 2004 to 34.3 per cent in 2012 before falling to 28.8 per cent in
2013. After a slight rise to 29.6 per cent in 2014 the NER fell again to 24.4 per cent
in 2015. It rose to 27.5 per cent in 2016 and reduced slightly to 27.0 per cent in
2017. The increase up to 2012 was the result of government intervention
13
programmes (e.g. SEDP) to increase access to secondary education for the official
age group of 14-19 years. The slight increase in 2016 is probably due to the Fee
Free Basic Education policy.
1.4 GENDER PARITY INDEX (GPI)
The Gender Parity Index (GPI) is the ratio of females to males in any number,
ratio, rate or percentage. This index is the standard indicator used to measure the
relative access to education of males and females. One of the mechanisms for
reducing the gender gap is through provision of equal education opportunities
for both males and females and by removing cultural barriers that may deter
access to education. To address the gender gap, the Government established
various initiatives such as PEDP, SEDP, MKUKUTA and others that all included
an ambition to achieve gender balance.
Table 1: Gender Parity Index in Total Enrolment by Levels of Education 2004-2017
Education Level
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Pre-Primary
0.98 1.00 1.02 1.05 1.00 1.01 1.00 0.99 0.95 1.00 1.00 1.00 0.98 0.98
Primary 0.95 0.96 0.96 0.97 0.97 0.99 1.00 1.01 1.02 1.02 1.03 1.03 1.03 1.01
Secondary (Form I-IV)
0.89 0.90 0.90 0.89 0.81 0.81 0.81 0.83 0.89 0.95 0.98 1.01 1.03 1.05
Secondary (Form V-VI)
0.53 0.59 0.67 0.68 0.66 0.69 0.66 0.54 0.47 0.48 0.48 0.67 0.62 0.68
Secondary (Form I-VI)
0.86 0.87 0.89 0.88 0.80 0.80 0.80 0.81 0.86 0.92 0.95 0.98 0.99 1.01
Source: MoEVT and PO-RALG BEST 2014 – 2017
14
Chart 8: Gender Parity Index in Total Enrolment, 2004-2017
Source MOEVT and PO-RALG, BEST 2004-2017
1.4.1 Pre-Primary Education
The statistics show that the GPI is balanced at the Pre-Primary level and
therefore both girls and boys have equal access to Pre-Primary Education in
Tanzania. The GPI has remained balanced close to 1.0 across fourteen years (2004
– 2017). This demonstrates the attainment of the access equity goal over the
period (2004-2017) as set out in PEDP, MKUKUTA and SDGs Goal 4.
1.4.2 Primary Education
Again, at primary education, the GPI shows that there is no evidence of gender
imbalance in access to Primary Education as the GPI is close to 1.0 across the
fourteen years from 2004 to 2017, with a slight improvement in favour of girls
15
over the period. This means the numbers of boys and girls enrolled in Primary
education has been almost the same for fourteen years. This shows the
attainment of the access equity goal over the period (2004-2017) for this sub
sector of education as set out in PEDP, MKUKUTA and SDGs Goal 4.
1.4.3 Ordinary (Lower) Secondary Education (Form I-IV)
Here, the GPI shows that there was a significant gender imbalance in access to
Lower Secondary Education from 2004 to 2012, as the GPI ranged between 0.8
and 0.9 during that period. This means that the number of boys accessing the
Ordinary Secondary Education was greater than that of girls by 10 to 20 percent
over nine to ten years. However, since 2013 there has been a steady improvement
in GPI, reaching parity in 2015 and with the number of girls enrolled exceeding
the number of boys in both 2016 and 2017.
1.4.4 Advanced (Higher) Secondary Education (Form V-VI)
The GPI shows that there continues to be significant gender imbalance in access
to Advanced Secondary Education, as the GPI ranges between 0.5 and 0.7
throughout the fourteen-year period (2004–2017), which means that the number
of boys who accessed Advanced Level Secondary Education is greater by 30 to 50
percent compared to the number of girls over the fourteen year period. This
indicates that intervention measures need to be taken to ensure the increase of
girls’ access to education at this level so as to attain the NFYDP 2020/21 and SDG
4 targets.
The Gender Parity Index of total enrolment is not a sufficient indicator to rely on,
because it does not reflect the number of children in population. On the other
hand, the Gender Parity Index of the Gross Enrolment Ratio (GPI-GER) shows
the ratio of female to male enrolment allowing for the underlying differences
between the numbers of males and females in the specific age group in the
general population. Chart 9 shows the trend of GPI-GER in Pre-Primary, Primary
and Secondary education. Pre-Primary and Primary education are found to have
16
GPI-GER almost equal to 1. In Ordinary (Lower) Secondary education the GPI-
GER ranged from 0.8 to 0.9 up to 2012 but has reached parity in 2016 and 2017,
while in Advanced (Higher) Secondary Education the GPI-GER ranged between
0.4 and 0.7. The figures show a similar result as for the GPI by total enrolment, in
which the disparities were more in Secondary education than in Pre-Primary and
Primary education, but with gender parity having recently been achieved in
Lower Secondary education.
Chart 9: Gender Parity Index by GER 2006-2013 and 2016-2017
Source: MOEVT&PO-RALG, BEST 2004-2017
The GPI-GER does not reflect the gender disparities in enrolment within the
correct age group. To address this shortcoming the Gender Parity Index in Net
Enrolment Ratio (GPI-NER) is used. GPI-NER is the ratio of female NER to male
NER. If GPI-NER approaches 1, it implies gender parity in enrolment within the
specified age group. Chart 10 shows the Pre-Primary and Primary education
GPI-NER to be almost equal to 1, which is the same as for the GPI-GER and the
GPI of total enrolment. However, the Lower Secondary education GPI-NER
shows a different pattern from the GPI-GER and GPI by total enrolment, with
Lower Secondary GPI-NER being close to parity, indicating that there has
consistently been gender parity in Lower Secondary enrolment among children
17
of the correct age range of 14 to 17. This indicates that more male students in
secondary schools have been outside the official age range than female students.
Chart 10: Gender Parity Index by NER, 2006-2013 and 2016-2017
Source: MOEVT, BEST 2004-2013, 2016-2017
By considering GPI by total enrolment, GER and NER, it appears that gender
disparities in secondary education may have been due to lower pass rates of girls
than boys in PSLE as well as in CSEE (See Chart 11). Other factors such as
Survival Rates and Primary Intake Rates showed that girl pupils were better off
than boys.
18
Chart 11: Comparison of GPIs in Lower Secondary Education Enrolment and PSLE Pass Rates, 2010-2017
Source: MoEVT, 2004 – 2013
In order to maintain gender balance in education system, the Government and
other stakeholders need to address the gap in examination performance by
creating a favourable learning environment for girls. Options to consider might
include encouraging girls’ boarding schools, establishment of women teachers as
role models and counsellors, use of peer education, secondary school readiness
programmes, and gender sensitivity training for all teachers and especially the
provision of awareness rising in the wider society regarding the importance of
educating girls and women.
1.5 ADULT AND NON-FORMAL EDUCATION
In primary education between the years 2007 and 2014 the completion rate was
only 50 percent, which indicates that the number of pupils who were in Standard
7 were only half of those who were supposed to be in the final grade/class of
primary education. The NIR, GIR, NER and GER in primary education were all
decreasing in the years 2007-2014. There was a reported average dropout rate of
3.4 percent, although grade-specific enrolment numbers indicate that true
dropout rates were actually much higher. Therefore, based on the facts described
19
above, there was evidence of increasing numbers of out of school children. For
these children, alternative education is proposed in order to be able to capture
them and then mainstream them back into the formal schooling system. COBET
mainstreaming into formal education helps to achieve the SDGs as well as EFA
that advocates free and universal basic education.
In addition to children who have dropped out early from Basic Education, there
are also children who started education late as well as adults who have never
achieved literacy. Adult education also plays a key role in moving towards the
achievement of TDV 2025 as it provides skill-based programmes in fields such as
embroidery, agriculture, fishing and carpentry.
Table 2: Number of COBET and ICBAE Learners Enrolled in 2008-2013 and 2016-2017
Educ. Type
Sex 2008 2009 2010 2011 2012 2013 2016 2017
COBET
Male 63,086 47,091 39,503 44,626 41,241 28,836 46,143 38,283
Female 48,327 35,898 33,296 37,833 35,626 25,193 36,196 27,706
Total 111,413 82,989 72,799 82,459 76,867 54,029 82,339 65,989
GPI 0.8 0.8 0.8 0.8 0.9 0.9 0.8 0.7
ICBAE
Male 507,793 449,103 451,108 499,898 434,466 401,260 179,160 96,880
Female 551,331 508,186 473,785 550,619 473,305 444,120 208,433 120,208
Total 1,059,124 957,289 924,893 1,050,517 907,771 845,380 387,593 217,088
GPI 1.1 1.1 1.1 1.1 1.1 1.1 1.2 1.2
Source: MOEVT, BEST 2008-2013, 2016-2017
Trends in COBET enrolment are shown in Table 2 and Chart 12. Although
indicators revealed an increase in the number of out of school children, over the
same period from 2008 to 2013 the number of COBET learners decreased from
111,413 in 2008 to 54,029 in 2013. There was a dramatic decrease in 2013
compared to other years. The participation of females was somewhat less than
that of males; the GPI ranged between 0.7 and 0.9 between 2008 and 2017.
Trends in ICBAE enrolment are shown in Table 2 and Chart 13. ICBAE has
broadly similar trend to COBET, with learners decreasing from 1,059,124 in 2008
to 845,380 in 2013. 2016 and 2017 figures show a steeper decline, reaching just
20
217,088 in 2017. In ICBAE, female enrolment has been consistently higher than
male enrolment, with a GPI of 1.1, increasing recently to 1.2. Greater
participation of females than males could be due to the fact that a majority of the
programmes available in ICBAE are considered more suitable for females than
for males. It could also be due to cultural reasons, including males feeling
ashamed about declaring their literacy level.
This subsector can be reinvigorated through sensitization, awareness rising and
the participation of non-state actors such as civil society organizations, the media
and faith-based organizations. Monitoring by local government especially village
executive officers to ensure that out of school children join COBET is vital.
Chart 12: Number of COBET Learners, 2008-2013 and 2016-2017
Source: MOEVT and PO-RALG, BEST 2008-2017
21
Chart 13: Number of ICBAE Learners Enrolled, 2008-2013 and 2016-2017
Source: MOEVT& PO-RALG, BEST 2008-2017
1.6 ENROLMENT OF PUPILS WITH DISABILITIES IN PRE-PRIMARY,
PRIMARY AND SECONDARY SCHOOLS
The Government has been emphasizing the provision of education to pupils with
disabilities, which has resulted in the enrolment of a good number of pupils with
disabilities at all levels. In the Pre-Primary level, between 2009 and 2013, and
between 2016-2017, (table 3) the highest enrolment of pupils with disabilities was
recorded in 2016 (4,085 pupils), while the least number was in 2013 (1,575), as can
be observed in table 3. There was a 29% drop in enrolment from 2,208 in 2009 to
1,575 in 2013. This drop might have been a result of parents shying away from
taking their children to school, due to stigma, customs and traditions. However,
2016 and 2017 have seen a significant increase in the numbers enrolled, probably
due to the Government’s concerted efforts to promote inclusive education.
Between 2009 and 2013, the highest enrolment of pupils with disabilities in
primary schools was recorded in 2017 (42,783pupils), while the least number was
in 2013 (24,584) (see Table 4). There was a 16% drop in enrolment between 2009
and 2013. This drop might have been a result of parents being reluctant to take
their children to school, due to stigma, customs and traditions. However, as with
22
Pre-Primary schools, there have been large increases in 2016 and 2017, probably
due to the Government’s focus in inclusive education.
Enrolment of students with disabilities in secondary schools shows a fairly
constant, slightly positive trend between 2009 to 2013, with highest enrolment
recorded in 2012 (5,494 students) and lowest in 2009 (4,744), as shown in table 5.
There has been a significant increase in 2016 and 2017, with the highest
enrolment to date recorded in 2017 (8,778 students).
There has been a considerable drop in enrolment of students with albinism in
pre-primary and primary schools. This is a result of parents hiding albino
children, fearing attacks due to superstitious beliefs. In secondary schools the
enrolment of albino students has been increasing as a result of the Government’s
initiative to take them into boarding schools.
23
Table 3: Enrolment of Pupils with Disabilities in Pre Primary Schools, by type of Disability and Sex, 2009-2013 and 2016-2017
Type of Disability 2009 2010 2011 2012 2013 2016 2017
M F T M F T M F T M F T M F T M F T M F T
Albino 59 78 137 86 78 164 92 94 186 54 72 126 247 158 405 226 213 439
Autism 32 42 74 16 11 27 86 71 157 63 49 112 39 31 70 75 40 115 119 88 207
Deaf/Blind 11 9 20 22 18 40 12 17 29 19 17 36 27 19 46 147 120 267 140 92 232
Deaf/Mute 62 124 186 88 81 169 121 117 238 138 94 232 103 96 199 216 163 379 232 171 403
Mentally Impaired 207 241 448 232 168 400 293 202 495 171 117 288 268 171 439 710 492 1202 561 403 964
Multi-Impaired 26 25 51 18 29 47 20 12 32 56 30 86
Others 119 117 236 116 93 209
Physical Impaired 409 550 959 355 257 612 587 415 1002 380 296 676 331 223 554 654 385 1039 629 408 1037
Visually Impaired 118 116 234 57 73 130 43 42 85 61 57 118 58 51 109 184 147 331 69 58 127
Poor vision 213 134 347 184 120 304
Grand Total 984 1224 2208 963 808 1771 1228 942 2170 924 724 1648 900 675 1575 2446 1639 4085 2160 1553 3713
Percentage increase in enrolment
-2.1 -34.0 -19.8 27.5 16.6 22.5 -24.8 -23.1 -24.1 -2.6 -6.8 -4.4 171.8 142.8 159.4 -11.7 -5.2 -9.1
Source: BEST 2009-2017
24
Table 4: Enrolment of Pupils with Disabilities in Primary Schools, by type of Disability and Sex, 2009-2013 and 2016-2017
Type of Disability
2009 2010 2011 2012 2013 2016 2017
M F T M F T M F T M F T M F T M F T M F T
Albino 1429 1012 2441 1567 849 2416 1067 978 2045 800 767 1567 934 927 1861 939 997 1936 1439 1433 2872
Autism 341 240 581 332 225 557 516 467 983 513 404 917 432 314 746 590 391 981 869 578 1447
Deaf/Blind 262 170 432 745 600 1345 250 207 457 287 190 477 151 125 276 287 213 500 362 298 660
Deaf/Mute 2818 2246 5064 2541 2207 4748 2456 2040 4496 2259 1954 4213 2188 1970 4158 3384 2914 6298 3426 3104 6530
Mentally Impaired 3214 2318 5532 4655 3281 7936 2350 1802 4152 3086 7314 10400 2102 1529 3631 5271 3817 9088 7435 5157 12592
Multi-Impaired 293 225 518 413 293 706 221 207 428 394 243 637
Mute 384 712 1096
Others 1260 879 2139 1951 1375 3326
Physical Impaired 6629 3707 10336 8138 5798 13936 7566 5314 12880 7343 5053 12396 7114 4947 12061 7122 4718 11840 7612 4925 12537
Visually Impaired 660 537 1197 931 684 1615 817 606 1423 786 525 1311 799 624 1423 1202 980 2182 545 324 869
Poor vision 2069 1698 3767 2941 2335 5276
Grand Total 17290 12046 29336 21273 15312 36585 15022 11414 26436 15074 16207 31281 13941 10643 24584 21258 15971 37229 24629 18154 42783
Percentage increase in enrolment
23.0 27.1 24.7 -29.4 -25.5 -27.7 0.3 42.0 18.3 -7.5 -34.3 -21.4 52.5 50.1 51.4 15.9 13.7 14.9
Source: BEST 2009-2017
25
Table 5: Enrolment of Pupils with Disabilities in Secondary Schools, by type of Disability and Sex, 2009-2013
Type of Disability
2009 2010 2011 2012 2013 2016 2017
M F T M F T M F T M F T M F T M F T M F T
Albino 183 148 331 227 189 416 246 213 459 294 262 556 298 227 525 287 267 554
Autism 16 21 37 18 15 33 1 1 2 249 176 425
22 11 33
Deaf/Mute 125 234 359 300 220 520 252 258 510 361 278 639 278 269 547 541 559 1100 574 550 1124
Deaf/Blind 160 177 337 64 91 155 88 76 164 103 109 212 156 123 279 56 63 119 31 41 72
Mentally Impaired 33 58 91 115 55 170 163 74 237 101 59 160 130 92 222 66 51 117 74 47 121
Multi Impaired 33 45 78 37 24 61 96 59 155 32 33 65 72 47 119
Others 276 325 601 389 242 631 7 0 7
Physically Impaired 845 1558 2403 1814 1011 2825 1942 1095 3037 2198 1334 3532 1850 1201 3051 1435 964 2399 1571 1060 2631
Visually Impaired 442 396 838 269 270 539 280 194 474 48 19 67 299 299 292 205 497 252 222 474
Poor vision 1160 1476 2636 1568 2201 3769
Grand Total 1930 2814 4744 3189 2076 5265 3056 1946 5002 3306 2188 5494 3039 1980 5019 3920 3592 7512 4379 4399 8778
Percentage increase in enrolment
65.2 26.2 11.0 -4.2 -6.3 -5.0 8.2 12.4 9.8 -8.1 -9.5 -8.6 29.0 81.4 49.7 11.7 22.5 16.9
Source: BEST 2009-2017
26
2.0 QUALITY OF EDUCATION
A good system of education in any country must be effective on two fronts: on
the quantitative level which ensures access to education and equity in the
distribution and allocation of the resources to various segments of the society,
and on the qualitative level to ensure that the country produces the skills
needed for rapid social and economic development (URT, 1995).
The evaluation of PEDP II and SEDP I reported that there had been an expanded
access to primary and secondary education, but declared that there had been
deterioration in quality. Pass rates in PSLE and CSEE decreased from 70.5% and
89.1% in 2006 to 30.7% and 43.1% in 2012 respectively.
In response to that, the Government through PEDP III and SEDP II came up with
various strategies including training and recruiting qualified teachers,
construction and rehabilitation of infrastructure, supply of teaching and learning
materials such as books, laboratory apparatus and chemicals.
2.1 ADEQUATE SUPPLY OF TEACHERS
The adequacy of the supply of teachers is measured by the Pupil Teacher Ratio
(PTR). PTR is an average number of pupils per teacher in government and non-
government primary schools.
In Tanzania, according to the 2005 curriculum, the standard PTR (Number of
Pupils: 1 Teacher) is 25:1 for Pre-Primary education and 45:1 for Primary
education. In the case of Secondary education the standard is 40:1, although at
this educational level it should be kept in mind that teachers are trained to teach
a maximum of two subjects based on their specialization (Science, Arts and
Commercial) and not all subjects as in primary education. Therefore a good
Secondary aggregate PTR does not necessarily guarantee adequate teachers in all
subjects.
27
Various training and recruitment interventions by education stakeholders have
increased the number of teachers from 10,365 (2004) to 13,313 (2017) for Pre-
Primary education, from 121,548 (2004) to 197,563 (2017) for Primary education,
and from 16,399 (2004) to 110,163 (2017) for Secondary Education as indicated in
Table 6.
Although the total number of teachers increased, the PTR in Pre-Primary
education also increased from 54 in 2004 to 79 in 2015, followed by a very large
increase due to the large influx of new pupils in 2016. In 2017 the Pre-Primary
PTR stands at 114. The Primary PTR improved from 58 in 2004 to 42 in 2016, but
increased to 47 in 2017. The aggregate Secondary PTR improved from 26 in 2004
to 17 in 2017. A good PTR in secondary education is not a guarantee that the
workload at this education level has improved. In secondary education the
workloads vary across subjects. Science subjects in particular face a high
shortage of teachers. The target is to attain 50:1 and 40:1 for pre-primary
education and primary education respectively according to NFYDP by
2020/2021. However, the current policy, as reaffirmed in the revised Primary
Teacher Deployment Strategy (2017), sets the target PTRs as 25:1 in Pre-Primary
education and 40:1 in Primary education.
Chart 14 shows the variation of PTR compared to the standard PTR in primary
schools according to the 2005 curriculum. It should however be noted that the
new standard under the new curriculum is 40:1, not 45:1. The number of pupils
per teacher was decreasing steadily from 2004 to 2016, which implies that the
intervention of the Government to recruit teachers was successful and outpaced
the increasing rate of student enrolment. However, from 2009 to 2014 pupil
numbers were not increasing, which partly explains why the PTR could be
reduced so rapidly. In 2017 there was a very large increase in the number of
Primary pupils, and no new teachers could be deployed during the year due to a
temporary freeze on civil service recruitment. This resulted in a sudden reversal
of the previous trend.
28
Table 6: Number of Teachers in Pre-Primary, Primary and Secondary Schools, 2004-2017
Years Pre-primary Primary Secondary
No. of Teachers PTR
No. of Teachers PTR
No. of Teachers PTR
2004 10,365 54 121,548 58 16,399 26
2005 11,148 57 135,013 56 18,754 28
2006 14,591 46 151,882 52 23,905 28
2007 18,463 43 154,868 54 23,252 44
2008 16,597 53 154,895 54 32,835 37
2009 17,338 52 157,185 54 33,954 43
2010 16,349 57 165,856 51 40,517 40
2011 10,899 98 175,449 48 52,146 34
2012 9,352 111 180,987 46 65,086 29
2013 12,377 83 189,487 43 73,407 25
2014 13,600 77 190,957 43 80,529 24
2015 13,524 79 197,420 42 94,598 19
2016 14,958 104 206,829 42 108,596 17
2017 13,313 114 197,563 47 110,163 17
Source: BEST 2004-2017
Chart 14: Number of Primary Pupils per 1 Teacher, 2004-2017
Source: MoEVT and PO-RALG 2004 - 2017
29
2.2 ADEQUATE NUMBER OF CLASSROOMS
According to the national Primary and Secondary education curricula, one
classroom is supposed to be shared simultaneously by not more than 25 pupils
in Pre-Primary streams/schools, 45 pupils in Primary schools, 40 students in
Lower Secondary schools and 30 students in Higher Secondary schools. The
number of classrooms in primary schools increased from 115,560 in 2010 to
128,479 in 2017, while the number of pupils per classroom remained unchanged
from 73 pupils in 2010 to 73 pupils in 2017, although this ratio had reduced
marginally to 72 in 2015. However, the number of classrooms in secondary
schools decreased from 64,053 classrooms in 2010 to 50,906 classrooms in 2015
and has subsequently increased slightly to 51,988 in 2017. This decrease has led
to the deterioration of PCR from 26 students per classroom in 2010 to 37 students
per classroom in 2017. This decrease may be the result of converting classrooms
into other uses such as laboratories or staff rooms, as well as changing a part or
the whole of a school to become a college or university.
The greatest need is clearly for more classrooms in Primary schools (which also
have to provide space for Pre-Primary classes). In order to meet the new
curriculum’s target of 25 pupils per class in Pre-Primary schools and 40 pupils
per class in Primary schools, assuming single use of each classroom per day,
there is a current need for 65,082 Pre-Primary and 314,105 Primary classrooms in
Government schools (excluding non-government), representing a deficit of
262,506 classrooms. However, by introducing double shifts from Pre-Primary to
Standard IV and setting an interim maximum class size of 60, the immediate
need for new classrooms is reduced to 44,982 (Primary Teacher Deployment
Strategy, 2017).
There is currently an adequate number of classrooms in Secondary schools when
considering the national aggregate. However, this does not take into account the
expected rapid expansion of Secondary enrolment over the coming years,
30
especially the expected simultaneous double cohort promotion of Primary
Standards VI and VII to Secondary Form I in 2021. Neither does it take into
account the large regional disparities across Tanzania, resulting in severe
shortages of classrooms in some parts of the country (See Charts 15 and 16).
The Government recognises this need and is constructing new classrooms and
schools in order to reach the interim PCR target of 60:1 for Primary schools and
maintain the Secondary PCR within 40:1 until 2021 and beyond.
Table 7: Number of Classrooms in Primary and Secondary Schools, 2010, 2013, 2015 and 2017
Year Primary Education Secondary Education
Number of Classrooms
Number of Students
PCR Number of Classrooms
Number of Students
PCR
2010 115,560 8,419,305 73 64,053 1,638,699 26
2013 114,830 8,231,913 72 46,475 1,804,056 39
2015 115,665 8,298,282 72 50,906 1,774,383 35
2017 128,479 9,317,791 73 51,988 1,908,857 37
Source: MoEVT and PMO-RALG 2004 – 2015
31
Chart 15: Regional Ranking by Average Number of Pupils per Classroom (PCR) in Primary Schools
Source: PO-RALG, 2017
32
Chart 16: Regional Ranking by Average Number of Pupils per Classroom (PCR) in Secondary Schools
Source: Statistics for Basic Education in Tanzania, PO-RALG 2017
33
2.3 AVAILABILITY OF TOILETS IN PRIMARY SCHOOLS
Inadequate clean and safe toilets in schools discourage children, especially girls,
from attending school regularly. Therefore, shortage of pit latrines is one of the
factors which affect attendance, survival and the general performance of pupils
in schools. The adequate availability of toilets is measured by the Pupil Pit
Latrine Ratio (PLR)1. In Secondary schools the PLR is currently 25:1 and 23:1 for
boys and girls respectively. In Primary schools the PLR is currently 53:1 and 50:1
for boys and girls respectively.
In 2011 the overall Primary PLR was 53:1 (54:1 for males and 51:1 for female),
reducing to 1:51 (1:53 for males and 1:50 for females) in 2017, which indicates
there was an improvement of 3.7%. Although there was a slight improvement,
the shortage continues to be alarming as the overall ratio is still 53:1 for boys and
51:1 for girls compared to the standards of 25:1 and 20:1 for males and females
respectively.
Chart 17 shows the PLR by regions. While there are still no regions that meet the
national standard, Kilimanjaro and Njombe are quite close, whereas there are
severe shortages of latrines in Geita, Simiyu, Kigoma, Katavi and Mwanza.
1Pupil/Pit Latrine Ratio (PLR) is the Ratio of the number of pupils to the number of Pit Latrines in
government and non-government primary schools (Number of Pupils: 1 Pit Latrine).
34
Chart 17: Pupil Pit Latrine Ratio (PLR) in Primary Schools, 2017
Source: Statistics for Basic Education in Tanzania, PO-RALG 2017
35
2.4 AVAILABILITY OF DESKS IN PRIMARY AND SECONDARY
SCHOOLS
Having an adequate number of desks in classrooms is one of the major concerns
in improving the teaching and learning environment. MKUKUTA II
recommended that ensuring accessibility and equity in education should take
into account the desired Pupil Desk Ratio (PDR)2. Previously the capacity of
desks used in primary schools was supposed to be a minimum of one desk and
one bench for three pupils while in secondary schools there should be one table
and one chair per student. However, with the adoption of modern teaching
methodologies Tanzania is now moving towards the new standard of providing
individual chairs for all Primary school pupils and one desk per two pupils.
It has generally been noted over the past few years that in primary schools four
pupils typically shared one desk, indicating that more than 25% of pupils were
facing a shortage of desks. This means that either some of the pupils were sitting
on the floor or more than three children were sharing one desk. However, since
2016 the Government has been procuring desks in large numbers, resulting in
improved PDR. In 2017 the national aggregate PDR has reached the previous
national standard of 3:1.
Chart 18 shows the PDR by region for both 2016 and 2017. Whereas in 2016
several regions had severe shortages of desks, the differences between regions
have now been reduced.
2Pupil Desk Ratio (PDR) is the number of Pupils sharing one Desk simultaneously (Number of Pupils : 1 Desk)
36
Chart 18: Pupil Desk Ratio in Primary Schools, 2016-2017
Source: Statistics for Basic Education in Tanzania, PO-RALG 2017
37
The majority of Secondary schools have sufficient desks and seats. Geita has the
lowest availability with 1.12 students per chair and 1.11 students per desk. 10
regions have both more desks and more chairs than secondary school students
2.5 TEACHERS’ HOUSES IN PRIMARY AND SECONDARY SCHOOLS
Adequate and sustainable accommodation for teaching and non-teaching staff in
the education sector is an important factor for education performance in rural
areas where suitable accommodation is not generally available in the vicinity of
schools. Availability of teacher housing is one of the motivating factors for
teachers. The Education and Training Policy (ETP) 2014 declares that in recent
years there has been a big shortage of teachers’ houses.
38
Table 8: Availability of Teachers’ Houses in Primary Schools, 2017
Government Non-Government
REGION No. of Houses
No. of Teachers THR
No. of Houses
No. of Teachers THR
ARUSHA 1983 7184 1:4 187 2566 1:14
DAR ES SALAAM
549 12138 1:22 377 5408 1:14
DODOMA 1537 7699 1:5 119 566 1:5
GEITA 1569 8701 1:6 37 316 1:9
IRINGA 2033 4906 1:2 41 273 1:7
KAGERA 1609 9575 1:6 193 867 1:4
KATAVI 624 2143 1:3 0 21
KIGOMA 1410 7004 1:5 24 225 1:9
KILIMANJARO 1165 7392 1:6 130 1167 1:9
LINDI 1286 3660 1:3 9 42 1:5
MANYARA 2053 5836 1:3 18 352 1:20
MARA 2348 8917 1:4 97 706 1:7
MBEYA 1610 7714 1:5 31 435 1:14
MOROGORO 1806 9200 1:5 106 709 1:7
MTWARA 1550 5275 1:3 5 92 1:18
MWANZA 2243 11902 1:5 245 1392 1:6
NJOMBE 2178 3630 1:2 35 199 1:6
PWANI 1493 5969 1:4 96 659 1:7
RUKWA 1767 4176 1:2 9 108 1:12
RUVUMA 2537 5909 1:2 34 286 1:8
SHINYANGA 1211 6093 1:5 68 573 1:8
SIMIYU 1927 6634 1:3 28 138 1:5
SINGIDA 1591 5073 1:3 37 190 1:5
SONGWE 1905 4075 1:2 12 96 1:8
TABORA 1614 8916 1:6 35 246 1:7
TANGA 1477 9570 1:6 23 640 1:28
Grand Total 43075 179291 1:4 1996 18272 1:9
Source: Statistics for Basic Education in Tanzania, PO-RALG 2017
39
Table 9: Availability of Teachers’ Houses in Secondary Schools, 2017
REGION Government Non-Government
No. of Houses
No. of Teachers THR
No. of Houses
No. of Teachers THR
ARUSHA 677 5099 1:8 375 1399 1:4
DAR ES SALAAM 149 5735 1:38 369 3512 1:10
DODOMA 591 3569 1:6 92 498 1:5
GEITA 493 3014 1:6 48 189 1:4
IRINGA 548 3222 1:6 261 790 1:3
KAGERA 541 4095 1:8 316 862 1:3
KATAVI 172 666 1:4 26 56 1:2
KIGOMA 493 2381 1:5 184 656 1:4
KILIMANJARO 650 6010 1:9 682 1993 1:3
LINDI 405 1596 1:4 45 86 1:2
MANYARA 500 2772 1:6 75 264 1:4
MARA 749 3526 1:5 199 423 1:2
MBEYA 482 4760 1:10 355 1177 1:3
MOROGORO 548 5088 1:9 228 953 1:4
MTWARA 582 2550 1:4 64 175 1:3
MWANZA 711 6033 1:8 278 1189 1:4
NJOMBE 579 2674 1:5 180 430 1:2
PWANI 596 3553 1:6 424 1131 1:3
RUKWA 325 1457 1:4 56 291 1:5
RUVUMA 611 3064 1:5 202 603 1:3
SHINYANGA 345 2360 1:7 109 427 1:4
SIMIYU 521 2268 1:4 47 164 1:3
SINGIDA 409 2279 1:6 81 220 1:3
SONGWE 309 1845 1:6 75 413 1:6
TABORA 448 2898 1:6 132 419 1:3
TANGA 488 5343 1:11 167 665 1:4
Grand Total 12922 87857 1:7 5070 18985 1:4
Source: Statistics for Basic Education in Tanzania, PO-RALG 2017
Tables 7 and 8 show a total shortage of 136,216 houses (76.0% of needed
houses) in government primary schools and 74,935 houses (85.3% of needed
houses) in government secondary schools in 2017. The percentage shortage
improved slightly from 2012 (79.1%) to 2017 (76.0%) in primary schools while
in secondary schools the percentage deteriorated from 2012 (76.8%) to 2017
(85.3%). These numbers imply that the rate of construction of teachers’ houses
40
does not match the rate of teachers’ recruitment. The Government is
prioritising the construction of teacher housing in rural areas where
alternative commercial accommodation of an appropriate standard is not
available.
2.6 AVAILABILITY OF LABORATORIES IN SECONDARY SCHOOLS
The promotion of science and technology is the main agenda in the Tanzania
Development Vision 2025, in the National Strategy for Growth and Reduction
of Poverty and in the Education and Training Policy 2014. The advancement
of science and technology is regarded as the main tool for coping with global
dynamics and economic transformation. The adequacy of science laboratories
in secondary schools is one of the strategies which the Government is using
for improving the level of science and technology.
Table 9 shows that in 2017 there was a shortage of 2,093 (43.6%) Biology
Laboratories, 1,887 (39.3%) Chemistry Laboratories and 2,150 (44.8%) Physics
Laboratories. This represents a great improvement since 2013 when the
percentage shortages were 76.4% (Biology), 72.7% (Chemistry) and 75.3%
(Physics). There is a much greater shortage of Agriculture Laboratories, which
shows that this subject has not been prioritized compared to other subjects,
although agriculture is the main economic sector which employs more than
75% of Tanzanians.
To address the shortage, the Government implemented the construction of
laboratories in Secondary Schools through SEDP II. The Government has also
provided education to the community and the private sector regarding how
essential laboratories are and hence supported the construction of additional
Science Laboratories. These initiatives account for the reduction in the
shortage between 2013 and 2017.
41
Table 10: Availability of Laboratories in Secondary Schools, 2017
Region Biology Laboratories Chemistry Laboratories Physics Laboratories
Needed Available %
Shortage Needed Available %
Shortage Needed Available %
Shortage
Arusha 231 161 30.3 231 169 26.8 231 164 29
D’Salaam 325 293 9.8 325 305 6.2 325 292 10.2
Dodoma 220 54 75.5 220 58 73.6 220 46 79.1
Geita 111 51 54.1 111 51 54.1 111 50 55
Iringa 167 97 41.9 167 101 39.5 167 91 45.5
Kagera 249 132 47 249 144 42.2 249 129 48.2
Katavi 38 33 13.2 38 36 5.3 38 35 7.9
Kigoma 178 50 71.9 178 55 69.1 178 48 73
Kilimanjaro 329 184 44.1 329 213 35.3 329 179 45.6
Lindi 122 51 58.2 122 45 63.1 122 33 73
Manyara 153 64 58.2 153 82 46.4 153 57 62.7
Mara 202 85 57.9 202 94 53.5 202 85 57.9
Mbeya 214 180 15.9 214 191 10.7 214 179 16.4
Morogoro 240 118 50.8 240 121 49.6 240 120 50
Mtwara 147 96 34.7 147 108 26.5 147 96 34.7
Mwanza 270 200 25.9 270 211 21.9 270 200 25.9
Njombe 118 91 22.9 118 100 15.3 118 88 25.4
Pwani 174 106 39.1 174 124 28.7 174 113 35.1
Rukwa 90 22 75.6 90 25 72.2 90 22 75.6
Ruvuma 198 151 23.7 198 154 22.2 198 137 30.8
Shinyanga 139 94 32.4 139 99 28.8 139 94 32.4
Simiyu 152 53 65.1 152 58 61.8 152 49 67.8
Singida 162 30 81.5 162 41 74.7 162 31 80.9
Songwe 108 97 10.2 108 100 7.4 108 98 9.3
Tabora 176 109 38.1 176 114 35.2 176 112 36.4
Tanga 283 101 64.3 283 110 61.1 283 98 65.4
Total 4796 2703 43.6 4796 2909 39.3 4796 2646 44.8
Source: MoEST and PO-RALG, 2017
42
2.7 PERFORMANCE IN PRIMARY AND SECONDARY
EXAMINATIONS
The pass rate is the number of pupils/students who passed the examination
expressed as a percentage of the candidates who sat the examination. The pass
rate is regarded as the key indicator of education sector performance. It
measures the quality of output (school leavers) after completing a certain level
of the education system. Pass rates depend very much on investments such as
having enough teachers, infrastructure, books and other teaching materials for
the number of pupils.
The trend in pass rates was decreasing for both Primary School Leaving
Examination (PSLE) and Certificate for Secondary Education Examination
(CSEE) from 2007 to 2009. After improvements in 2010 and 2011 for PSLE (but
only in 2011 for CSEE), the pass rates again fell dramatically in 2012. The pass
rate for the PSLE deteriorated from 70.5% (2006) to 30.7% (2012) and has now
been steadily improving since 2013. The pass rate in the CSEE dropped from
90.3% in 2007 to 43.1% in 2012 and has been rising since 2013, although there
was a slight dip in 2015. The performance in the Advanced Certificate of
Secondary School Examination (ACSEE) is very different, with pass rates
remaining consistently above 90%, the lowest pass rate having been 92.1% in
2011 (See Table 10).
The improvement in PSLE pass rates up to 2006 was due to the success of
PEDP that increased the focus on both the access to and the quality of primary
education. For example, PEDP programme abolished school fees in primary
education and this led to the rapid increase of enrolment in primary
education. However, the rapid expansion in numbers of enrolled pupils led to
deterioration in quality between 2006 and 2012, demonstrated by falling pass
43
rates. This has subsequently been rectified with an enhanced emphasis on
quality, especially through the BRN initiative.
Table 11: Pass Rates in Primary and Secondary Schools, 2004-2016
Year Primary (PSLE) Lower Secondary (CSEE) Higher Secondary (ACSEE)
No. of Candidates
Sat
Pass Rate (%)
No. of Candidates
Sat
Pass Rate (Div. I-IV)
(%)
Pass Rate (Div. I-III)
(%)
No. of Candidates
Sat
Pass Rate (Div. I-IV)
(%)
Pass Rate (Div. I-III)
(%)
2004 499,241 48.7 63,487 91.5 37.8 13,975 98 91.2
2005 493,636 61.8 85,292 89.3 33.6 16,884 96.9 88.1
2006 664,263 70.5 85,865 89.1 35.7 21,126 96.3 86.6
2007 773,573 54.2 125,288 90.3 35.6 24,813 92.3 68.4
2008 1,017,865 52.7 163,855 83.6 26.7 32,275 92.7 72.6
2009 999,070 49.4 248,336 72.5 17.9 39,105 94.4 82.9
2010 895,013 53.5 351,214 50.4 11.4 48,791 93.8 82.2
2011 973,809 58.3 339,330 53.6 10 44,720 92.1 78.6
2012 865,534 30.7 397,222 43.1 9.5 44,188 92.3 79.7
2013 844,938 50.6 352,614 57.1 21.2 42,952 93.9 83.8
2014 792,118 57 288,019 69.8 10.3 35257 98.3 28.6
2015 763,603 67.8 384,300 68.0 25.4 35,176 99.0 89.5
2016 789,479 70.4 349,524 70.4 27.6 64,861 97.9 93.1
Source: MoEVT and NECTA 2004 – 2016
In order to tap the outputs from rapidly increasing primary education
enrolment and completion, construction of secondary schools was addressed
under SEDP I & II. As has been noted earlier in this Statistical Abstract, there
was huge and unprecedented expansion of Lower Secondary enrolment
between 2004 and 2012. This initially resulted in deterioration in the CSEE
pass rate, as seen in Chart 19. However, the enrolled numbers in Secondary
education have subsequently stabilized, allowing more attention to be paid to
improving quality. The result of this can be seen in the rising CSEE pass rate
from 2013 onwards. Nevertheless, the number of students that attain a “good”
pass in Divisions I to III is still relatively small, with the majority of students
only gaining a Division IV pass.
44
Chart 19: Trend of Performance in CSEE, 2004-2016
Source: MoEVT and NECTA 2004 – 2016
As noted earlier in this Statistical Abstract, the number of girls in Secondary
education was lagging behind the number of boys until about 2012, while in
pre-primary education girls were more than boys, and in primary education
the number of girl pupils has been close to the number of boys and even more
than boys since 2011. One factor which inhibits girls from continuing to
secondary education levels is the lower pass rate in PSLE compared to boys
(See Chart 20). This may be caused by several factors including early
marriages, early pregnancy, and traditions and culture which favour boys
more than girls in the case of scarce family resources. The data appears to
show that the proportional disparity between girls’ and boys’ pass rates is less
in years with higher pass rates compared to the years when the results are
poorer. This would seem to show that the failure to provide adequate quality
of education at the Primary level affects girls more than boys. The ESDP
targets are to reach and maintain 75% pass rates for both boys and girls on
both PSLE and CSEE by 2020/21.
45
Chart 20: Trend of Gender-Disaggregated Performance in PSLE, 2001-2016
Source: MoEVT and NECTA 2001 – 2016
2.8 TRANSITION RATE FROM PRIMARY TO SECONDARY
EDUCATION
Another measure of education sector performance is the transition rate from
lower cycles to higher cycles of education. The transition rate is the number of
pupils/students of the same cohort admitted to the first grade of a higher
level of education in a given year expressed as a percentage of the number of
pupils/students enrolled in the final grade of the lower level of education in
the previous year. Passing the Primary School Leaving Examination is the
entry criterion for pupils to be selected for secondary education. Therefore,
the pass rate of pupils in PSLE is a determinant of the transition rate to
secondary education. If the pass rate is high this implies increasing the
number of pupils joining secondary education, provided that there are no
constraints on resources.
46
According to MKUKUTA the goal was to reach 50% of cohort participation
and transition rate from primary to secondary education by 2010.
Table 12: Transition Rates from Primary to Secondary Education, 2004-2016
Year Std VII Leavers Enrolled to Form 1
Government
Non-Government Total
No. % No. % No. %
2004 499,241 134,963 27.0 45,276 9.1 180,239 36.1
2005 493,946 196,391 39.8 46,968 9.5 243,359 49.3
2006 664,263 401,011 60.4 47,437 7.1 448,448 67.5
2007 773,553 395,930 51.2 42,971 5.6 438,901 56.7
2008 1,017,865 480,529 47.2 44,255 4.3 524,784 51.6
2009 999,070 382,207 38.3 56,620 5.7 438,827 43.9
2010 894,889 403,873 45.1 63,282 7.1 467,155 52.2
2011 973,812 457,321 47.0 65,058 6.7 522,379 53.6
2012 865,534 444,532 51.4 70,060 8.1 514,592 59.5
2013 844,938 381,801 45.2 57,825 6.8 439,816 52.0
2014 792,118 371,528 46.9 79,804 10.1 451,332 57.0
2015 763,603 468,337 61.3 70,498 10.5 538,835 70.6
2016 789,479 490,576 62.1 63,166 8.9 553,742 70.1
Source: MoEVT and PO-RALG, 2004-2017
Table 11 shows that the number of Standard VII school leavers was highest in
2008 (1,017,865 pupils). However, in 2008 it was reported that the number of
new entrants into Form 1 was 524,784 (480,529 in government schools and
44,255 in non-government schools). The lowest transition rate was observed
in 2004 (36.1%) and the highest in 2015(70.6%). It can be seen that there has
been a negative correlation between the number of school leavers and the
transition rates; i.e. from 2008-2015 the number of primary school leavers was
on a downward trend while transition rates were generally improving from
2010 onwards.
It is not known if there is a causal relationship resulting in the negative
correlation between transition rates and the number of school leavers. The
rising transition rate could be due to many factors, including expansion of
47
available spaces in secondary schools and a growing awareness among the
population that secondary education is important. The fluctuation in PSLE
pass rate is clearly one of the factors involved. However, it may be that in
some years there was a large number of primary school leavers who were
qualified to proceed to secondary level while the vacancies in secondary
schools were limited, resulting in some pupils not being able to join secondary
education. The ESDP target for transition from Standard 7 to Form 1 is to
reach and maintain 80% by 2020/2021.
2.9 ADEQUACY OF FACILITATORS IN ADULT AND NON-FORMAL
EDUCATION
Table 13: Number and Ratio of COBET Learners and Facilitators, 2006-2017
Indicator 2006 2007 2008 2009 2010 2011 2012 2013 2016 2017
Learners 221,479 185,20
6 111,41
3 82,989 72,799 82,459 76,867 54,029 82,339 65,989
Facilitators 13,820 11,459 9,203 6,946 6,011 4,641 4,292 3,628 2,593 2,456
LFR 16:1 16:1 12:1 12:1 12:1 18:1 18:1 15:1 32:1 27:1
Source: MOEVT, BEST 2006-2017
The quality of COBET education depends very much on the availability of
facilitators and teaching and learning materials. Table 12 shows that the total
number of COBET facilitators decreased from 13,820 in 2006 to 2,456 in 2017.
The Learner Facilitator Ratio (LFR) remained relatively stable between 12:1
and 18:1 until 2013. However, in 2016 and 2017 the LFR has become
significantly worse at 32:1 and 27:1 respectively. In recent years the number of
facilitators has dropped even more steeply than the decline in COBET
enrolment. COBET as an alternative to formal primary education has seen a
steady decline, while the number of out-of-school primary-aged children has
been increasing since 2008, as evidenced by the declining primary NER shown
48
earlier in this Statistical Abstract. Although the number of learners in the non-
formal system (i.e. COBET) increased in 2016, the number of facilitators
continued to decrease. This raises an alert to the Government to make sure
that there are enough permanent COBET facilitators to meet the current
demand.
Table 14: Number and Ratio of ICBAE Learners and Facilitators 2006-2016
Indicator 2006 2007 2008 2009 2010 2011 2012 2013 2016
Learners 1,668,50
3 1,288,66
4 1,059,12
4 957,28
9 924,89
3 1,050,51
7 907,77
1 845,38
0 387,59
3
Facilitators
35,591 39,722 32,566 45,879 29,701 30,909 25,221 17,536 10,100
LFR 47:1 32:1 33:1 21:1 31:1 34:1 36:1 48:1 38:1
Source: MoEVT & PO-RALG, BEST 2006-2016
ICBAE is a programme designed to increase access to quality and sustainable
basic education for adults and out of school youth in Tanzania. They also
acquire vocational and life skills which help them to improve their
livelihoods. Table 13 shows that the number of facilitators decreased from
35,591 in 2006 to 10,100 in 2017. However, as the number of ICBAE learners
also decreased from 1,668,503 to 387,593 over the same period, there has not
been a major change in the LFR. At the same time it is estimated that the
number of adults who missed out on formal schooling increased due to the
increasing number of dropouts from formal education (see section 3.2).
Therefore, there is a need for the Government to make sure that adequate
ANFE Centres and skilled facilitators are available and to sensitize
communities to the benefits of enhancing their education and skills through
non-formal channels.
49
2.10 RATE OF MAINSTREAMING ADULT AND NON-FORMAL
LEARNERS TO FORMAL EDUCATION
Table 15: Mainstreaming of COBET Learners into Formal Primary Education, 2010-2013
Indicator Sex 2010 2011 2012 2013
COBET Learners sat for Standard IV Examination
Male 5,950 4,656 3,183 2,494
Female 4,164 3,558 2,575 2,038
Total 10,114 8,214 5,758 4,532
COBET Learners mainstreamed in Standard V
Male 5,149 4,068 2,697 1,942
Female 3,415 3,124 2,154 1,517
Total 8,564 7,192 4,851 3,459
% Mainstreamed
Male 86.5 87.4 84.7 77.9
Female 82.0 87.8 83.7 74.4
Total 84.7 87.6 84.2 76.3
Source: MoEVT, BEST 2010-2013
The aim of COBET education is to mainstream children who are not in formal
education into the formal education system. The mainstreaming process
involves COBET children sitting the Standard IV examination and those who
pass the examination are allowed to enter into Standard V formal education.
Those who fail remain in Standard IV but are mainstreamed into formal
education in Standard IV. For the years 2010-2013 the rate of mainstreaming
into Standard V showed a decrease from 84.7% in 2010 to 76.3% in 2013 which
was highly correlated with the decrease in the number of facilitators (see
Table 12). An inadequate number of facilitators could therefore be the reason
for the decrease in the rate of mainstreaming.
Chart 21: Percentages of COBET Learners Mainstreamed into Standard V, 2010-2013
Source: MoEVT, BEST 2010-2013
50
Table 16: Number of COBET Learners Mainstreamed into Form I and Vocational Education, 2010-2013
Indicator Sex 2010 2011 2012 2013
COBET did Std VII Examination
Male 4,913 2,606 1,253 977
Female 3,262 1,912 920 929
Total 8,175 4,518 2,173 1,906
COBET mainstreamed into Form I and Vocational Education
Male 3,026 1,718 914 804
Female 1,540 1,058 662 596
Total 4,566 2,776 1,576 1,400
% of Mainstreamed
Male 61.59 65.92 72.94 82.29
Female 47.21 55.33 71.96 64.16
Total 55.85 61.44 72.53 73.45
Source: MoEVT, BEST 2010-2013
Chart 22: Percentage of COBET Learners Mainstreamed into Form I and Vocational Education, 2010- 2013
Source: MoEVT, BEST 2010-2013
Apart from sitting for the Standard IV examination, other COBET learners
also sit for the Standard VII examination. Those who pass the examination
qualify to join Form I. Table 15 and Chart 22 show that in the years 2010 to
2013 the rate of mainstreamed pupils increased from 55.85% in 2010 to 73.45%
in 2013. Despite this improvement in percentage, this does not indicate
growing success of COBET because the number of COBET candidates that sat
for the examination decreased by 76.7% from 8,175 in 2010 to 1,906 in 2013.
Therefore the number of COBET students mainstreamed also decreased.
51
3.0 INTERNAL EFFICIENCY
Internal efficiency measures the relationship between the inputs and the
outputs of the education system. An internally efficient system makes
maximum use of its inputs while minimizing wastage. The measurement of
internal efficiency typically considers repetition, dropout, promotion and
survival rates. The rates of dropout and repetition are the ones which
negatively affect the survival rate of pupils, i.e. the proportion of students
entering the education cycle that complete a certain level. Thus higher
dropout rates and higher repetition rates reduce the internal efficiency of the
system.
3.1 REPETITION RATE IN PRIMARY AND SECONDARY SCHOOLS
The repetition rate measures the number of pupils/students who are enrolled
in the same grade in which he/she was in the previous academic year. It is
expressed as the percentage of pupils/students who repeated the same grade
out of the total enrolment in the previous academic year of their cohort. The
purpose is to measure the rate at which pupils from a cohort repeat a grade,
and its effect on the internal efficiency of the educational system. In addition,
it is one of the key indicators for analysing and projecting pupil flows from
grade to grade within the educational cycle. An increase in repetition rate
indicates an increase in the time a student remains at a certain level of
education contrary to the standard duration. Increased repetition rates may
increase dropout rates.
52
Chart 23: Repetition Rate in Primary Education, 2003-2016
Source: MoEVT and PO-RALG 2011 - 2016
According to the figures in Chart 23, the average repetition rate has ranged
between 4% and 5% over the last four years. The highest repetition rates are
in the early primary grades. Repetition rates increased significantly in 2013.
This may be due to a reaction by schools to the very poor examination results
in 2012, with academically weaker pupils being required to repeat grades so
as to increase their chances of passing examinations when they reach Standard
IV.
53
Chart 24: Repetition Rate in Secondary Schools, 2017
Source: MoEVT and PO-RALG 2004 - 2017
Chart 24 shows that the highest repetition rate in secondary education is in
Form II. The repetition rates in Forms I and III have tended to decline slightly
from 2.0% and 1.8% respectively in 2004 to 0.3% and 0.6% respectively in 2017.
The repetition rate in Form IV was not recorded systematically over this
period, but in 2016 and 2017 it was quite low at 0.3% in both years. The high
repetition rate in Form II might be the result of the Form II examination which
forces some students who fail the exam to repeat the grade. It is proposed that
measures should be put in place to discourage repetition at all levels of
education as high repetition reduces system efficiency and international
evidence indicates that forcing students to repeat does not contribute to their
learning achievement.
3.2 DROPOUT RATE IN PRIMARY AND SECONDARY SCHOOLS
The dropout rate is the proportion of pupils from a cohort enrolled in a given
grade in a given school year who are no longer enrolled in the following
54
school year. It measures the phenomenon of pupils from a cohort leaving
school without completing and its effect on the internal efficiency of the
education system. In addition, it is one of the key indicators for analysing and
projecting pupil flows from grade to grade within the educational cycle. In
Tanzania the dropout rate of pupils in both primary and secondary schools
was recorded as a major challenge to achieving the targets of the PEDP and
SEDP programmes.
Chart 25: Dropout Rate in Primary Schools, 2004-2017
Source: MoEVT and PO-RALG 2004 - 2017
Chart 25 shows the trend in officially recorded dropouts from each grade
from 2004 to 2017 (i.e. the percentage of students from the grade shown that
have dropped out in the preceding year and not continued schooling during
the specified year). It should be noted that when total enrolment numbers in
each grade from year to year are analysed, the actual dropout rates must be
much higher. This chart shows the officially recorded dropouts only.
According to Chart 25, the dropout rate has been fluctuating. From 2004 to
2013 the largest dropout was generally from Standard IV, which may be due
55
to the Standard IV examination. After reaching a low level in 2014, dropout
rates appear to be increasing again. Corrective measures need to be taken to
reverse this situation.
According to the Annual School Census conducted in recent years the main
reported causes of dropouts from primary schools are poverty (expressed as a
lack of basic needs), various forms of economic activity (child is involved in
grazing animals, farming, fishing, mining, etc.), family-related reasons
(including household chores, marriage, loss of a parent, caring for sick parent,
etc.) and peer pressure. Charts 26 and 27 expresses these in separate pie charts
for boys and girls.
Chart 26: Reasons for Boys’ Dropout from Primary Schools, 2016-2017
Source: Statistics for Basic Education in Tanzania, PO-RALG 2016-2017
56
Chart 27: Reasons for Girls’ Dropout from Primary Schools, 2016-2017
Source: Statistics for Basic Education in Tanzania, PO-RALG 2016-2017
From Chart 26 it can be seen that, after poverty, the main reason for boys
dropping out is economic activity, and this becomes more pronounced in
upper primary education where economic activity becomes the main cause,
greater than poverty. The main economic activity reported is grazing
livestock. From Chart 27 it can be seen that, after poverty, the main reason for
girls dropping out is family-related reasons. This is the same for all levels of
primary education. The main family-related reason reported is the divorce or
separation of parents, and this is especially pronounced for early grades girls.
The second most common family-related reason reported for girls is domestic
work.
Officially reported dropout rates in lower secondary education have
fluctuated more than dropout rates in primary education and tend to be
somewhat higher. This may be in part due to under-reporting of primary
dropout rates and more accurate recording for secondary schools (see Chart
28).
57
Chart 28: Dropout Rate in Secondary Schools, 2004-2017
Source: MoEVT and PO-RALG 2004 – 2017
As can be seen from Chart 28, the highest dropout rate in most years is from
Form II, with especially large numbers dropping out in 2006 (20.4%) and 2013
(27.4%). This is most likely due to Form II examinations which have been used
to prevent weaker students from progressing to Form III. Since 2015, dropout
rates have generally been lower, but again with an increasing trend for
dropout from Form II. In order to resolve the problem of dropout from
secondary education, MKUKUTA and the PEDP and SEDP programmes
promoted the following interventions: provision of guidance and counselling
to students and parents; advocacy to the community; legal enforcement;
presence of school feeding programme; enhancement of extra-curricular
activities including self-reliance activities; and sports and games in schools.
3.3 SURVIVAL RATES
Survival Rate to the last grade of primary (or secondary) education is the
percentage of a cohort of pupils enrolled in the first grade of the primary or
58
secondary level of education in a given school year who are expected to reach
the last grade of that level (primary or secondary school), regardless of
repetition.
This indicator measures an education system’s success in retaining students
from one grade to the next as well as its internal efficiency. It reflects the
situation regarding the retention of pupils from grade to grade in schools, and
conversely the magnitude of dropout by grade. Survival Rates approaching
100% indicate a high level of retention and low incidence of dropout. The
Primary education Survival Rate is one of the SDG indicators.
Chart 29: Survival Rates in Primary Education, 2010-2017
Source: MoEVT and PO-RALG 2010 – 2017
Chart 29 shows the trend in the survival rate in primary schools from 2010 to
2017. From 2010 to 2015 it can be seen that the Primary Survival Rate (PSR)
declined steadily from 69.3% to 61.4%. During this period the girls’ survival
rate was consistently higher than that for boys, with the gap widening from a
59
GPI of 1.08 in 2010 to 1.17 in 2015 (Statistics for Basic Education in Tanzania,
2017). Reasons for this declining survival rate are both increasing dropout
rates and increasing repetition rates. There was a significant drop in the
survival rates in 2016 and this was caused by unusually high dropout from
Standard III (15.3%) and Standard VI (21.2%) in 2015. This is likely due to
students being excluded from Standards IV and VII due to the national
examinations in those grades. However, in 2017 the survival rates improved
dramatically. This was due to a sudden increase in promotion rates caused by
the reduction of both dropout and repetition rates in 2016. This was especially
the case for the promotion from Standard III to Standard IV, which increased
by 14% from 79.7% to 90.6%, and from Standard VI to Standard VII, which
increased by 16% from 77.7% to 90.3%. This is most likely due to the
introduction of Fee-Free Basic Education in 2016, with the nationwide
understanding that all students are entitled to complete the primary education
cycle, regardless of their academic ability. The gender disparity between boys
and girls has also been reduced in 2017, with the GPI now standing at 1.07.
These time-series data provide an alert to the Government that measures to
control dropout rates and reduce repetition rates are vital (BEST 2010-2016,
MOEVT; Statistics for Basic Education in Tanzania, PO-RALG, 2016-2017).
In lower secondary education, survival rates have generally been fluctuating
between 70% and 80%, with the exceptions of 2013 and 2015 when the Lower
Secondary Survival Rate dropped to 58.1% and 40.7% respectively (see Chart
30). The drop in 2013 was due to a combined high repetition rate in Form II as
well as a high number of dropouts. This is probably the result of the very low
examination pass rates in 2012. The drop in 2015 appears to be due to a
sudden increase in dropouts, as the repetition rate that year was no higher
than normal. The gender disparity in the survival rate is much lower in
secondary education than in primary education, although girls’ survival rates
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are slightly higher than those for boys in every year except 2011 and 2013. The
GPI ranged from a low of 0.994 in 2011 to a high of 1.081 in 2016 . That is to
say, as is the case with primary education, boys are more vulnerable to
dropping out compared to girls. This implies that measures should be taken to
overcome dropout, reduce repetition and improve retention at all levels.
Chart 30: Survival Rates in Secondary Education, 2010-2017
Source: MoEVT & PO-RALG, BEST 2010 - 2017
3.4 TRANSITION RATES
The trend in the transition rate from primary education to secondary
education is shown in Chart 31. This shows that there is a steady upward
trend in the proportion of students finishing primary Standard VII who
continue their education in secondary Form I, with the exception of a
significant drop in 2015. The reason for this drop is not clear, although it
coincides with the big drop in the Lower Secondary Survival Rate in the same
year. The aggregate transition rate rose from 50.8% in 2012 to 70.4% in 2017.
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Contrary to what has been observed with the primary and lower secondary
survival rates, significantly fewer girls than boys transition from primary to
secondary education. The GPI ranged from 0.90 to 0.93 during this period,
with the highest GPI recorded in 2017 (0.93), indicating that a narrowing of
the gender gap may have started in the last two years.
Chart 31: Transition Rates from Primary to Secondary Education, 2012-2017
Source: Statistics for Basic Education in Tanzania, PO-RALG 2016 - 2017
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4.0 EDUCATION FINANCING
Adequate financing is crucial for improved access, equity and quality
achievement in the implementation of education programmes. Education is
recognized as a central factor in the economic growth of a nation because it
influences the skills and mind-sets of the people in a given society. Thus,
financing education is an essential prerequisite for economic growth.
4.1 EDUCATION SECTOR BUDGET
Table 17: Education Sector Budget, 2003/2004-2016/2017
Year
Total Budget (in TZS
millions)
% increase of Total Budget
GDP (at current
prices in TZS millions)
% increase in GDP
Education Sector Budget (in TZS
millions)
% increase
in Education
Sector Budget
Education Sector as % of Total
Budget
Education Sector as % of GDP
2003/2004 2,607,205
12,107,062
487,729
18.7 4.0
2004/2005 3,347,538 28.4 13,971,592 15.4 504,745 3.5 15.1 3.6
2005/2006 4,176,050 24.7 15,965,294 14.3 669,537 32.6 16.0 4.2
2006/2007 4,850,588 16.2 17,941,268 12.4 958,819 43.2 19.8 5.3
2007/2008 6,066,800 25.1 20,948,403 16.8 1,100,188 14.7 18.1 5.3
2008/2009 7,216,130 18.9 24,781,679 18.3 1,430,372 30.0 19.8 5.8
2009/2010 9,513,685 31.8 28,212,646 13.8 1,743,900 21.9 18.3 6.2
2010/2011 11,609,557 22.0 32,293,479 14.5 2,045,400 17.3 17.6 6.3
2011/2012 13,525,895 16.5 39,336,000 21.8 2,283,000 11.6 16.9 5.8
2012/2013 15,119,644 11.8 44,717,663 13.7 2,890,149 26.6 19.1 6.5
2013/2014 18,248,983 20.7 50,970,431 14.0 3,171,631 9.7 17.4 6.2
2014/2015 19,853,376 8.8 54,640,302 7.2 3,465,101 9.3 17.5 6.3
2015/2016 22,495,500 13.3 93,725,581 71.5 3,870,178 11.7 17.2 4.1
2016/2017 29,500,000 31.1 105,747,227 12.8 4,768,358 23.2 16.2 4.5
Source: MoEVT and PO-RALG 2004 - 2017
Table 17 indicates that during the period from 2003/2004 to 2016/2017 the
education sector budget increased steadily along with the total government
budget and the Gross Domestic Product (GDP). Although the budget for the
education sector increased, the share of this sector in the total Government
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budget fluctuated between a low of 15.1% in 2004/2005 and a high of 19.8% in
2008/2009. The education sector budget as a share of GDP has varied between
3.6% in 2004/2005 and 6.5% in 2012/2013 (see Chart 32).
Chart 32: Education Budget as share of Total Budget and of GDP, 2004/05-2016/17
Source: MoEVT and PO-RALG 2005 - 2017
Chart 33 shows that the percentage increase in budget allocation for the
education sector was more than the percentage increase in the total
Government budget in the years 2005/06, 2006/07, 2008/09 and 2012/2013.
This implies that in these years the Government was setting the education
sector as a priority sector.
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Chart 33: Change in Total Budget, GDP and Education Sector Budget, 2004/05-2016/17
Source: MoEVT and PO-RALG 2005 - 2017
The largest portion of the education sector budget was allocated to
basic/primary education (averaging 61.5% over the 14 years) followed by
higher and technical education (averaging 22.9%) and secondary education
(averaging 14.0%) (see Table 18 and Chart 34). This complies with Tanzania’s
commitment to the Education For All initiatives. Although basic education
continues to receive by far the largest share of the budget, its percentage share
decreased from 74.1% in 2003/2004 to 50.8% in 2011/2012. This decrease was
due to increasing resources being allocated to secondary, teacher, technical
and higher education so as to create opportunities for primary school leavers
to pursue further education. The spending increase in Higher and Technical
Education can be explained in relation to students’ loans and construction
projects at higher education colleges and universities. However, since
2012/2013 the share of basic education has been steadily increasing again,
reaching 63.3% in 2016/2017.
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Table 18: Budgetary Allocation to the Education Sector by Education Levels 2003/04 - 2016/17 (in TZS millions)
Financial Year
Total Education
Sector
Primary, Non-Formal, Other
Education Institutions and
Supporting Services
Secondary Education Teacher Education
Technical & Higher
Education
TZS m TZS m % TZS m % TZS m % TZS m %
2003/04 487,729 361,425 74.1 32,464 6.7 7,700 1.6 86,140 17.7
2004/05 504,745 322,196 63.8 92,045 18.2 6,189 1.2 84,315 16.7
2005/06 669,537 418,455 62.5 104,483 15.6 8,540 1.3 138,059 20.6
2006/07 958,819 618,534 64.5 119,987 12.5 10,439 1.1 209,859 21.9
2007/08 1,100,188 618,828 56.2 174,227 15.8 19,257 1.8 287,876 26.2
2008/09 1,430,372 966,633 67.6 133,058 9.3 25,250 1.8 305,431 21.4
2009/10 1,743,900 1,211,332 69.5 108,323 6.2 47,586 2.7 376,659 21.6
2010/11 2,045,400 1,272,584 62.2 201,147 9.8 28,895 1.4 542,774 26.5
2011/12 2,283,000 1,159,526 50.8 465,979 20.4 35,892 1.6 621,603 27.2
2012/13 2,890,149 1,613,346 55.8 509,783 17.6 47,172 1.6 719,848 24.9
2013/14 3,171,631 1,758,840 55.5 491,753 15.5 55,303 1.7 865,735 27.3
2014/15 3,465,101 1,989,491 57.4 570,976 16.5 63,523 1.8 841,113 24.3
2015/16 3,870,178 2,251,275 58.2 650,467 16.8 37,239 1 931,198 24.1
2016/17 4,768,358 3,020,191 63.3 708,500 14.9 52,518 1.1 987,149 20.7
Source: MoEVT and PO-RALG 2004 - 2017
Chart 34: Budgetary Allocation to the Education Sector by Education Levels 2003/04 - 2016/17 (in TZS millions)
Source: MoEVT and PMO-RALG 2004 - 2017
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4.2 GROWTH RATE OF THE EDUCATION SECTOR
Chart 35: Growth Rate of the Education Sector, 2006-2016
Source: NBS, Economic Survey, 2016
From 2006 to 2016 the total GDP growth rate fluctuated between a minimum
rate of 4.7% in 2006 and a maximum rate of 8.5% in 2007. Over the same
period the education sector growth rate ranged between a low of 4.3% in 2013
and a high of 13.2% in 2007. Chart 35 shows that there is no short- to medium-
term relationship between education sector growth and GDP growth. This
could be due to the fact that the economic impact of increased investment in
the education sector on other sectors is only seen in the long run rather than in
the short run.
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5.0 PRIVATE SECTOR INVOLVEMENT IN EDUCATION
Through the Tanzania Development Vision 2025 (TDV 2025) and the National
Strategy for Economic Growth and Reduction of Poverty (NSEGRP or
MKUKUTA), the Government has recognized the important role of the
private sector in the process of economic transformation. This includes
appreciation of the private sector in providing education services, as set out in
the Education and Training Policy (ETP) 1995, in which the Government
allowed registration of pre-primary, primary and secondary schools, as well
as colleges and universities, owned and run by individuals, companies, civil
society organizations and faith based organizations. The ETP 2014 also
recognizes the role played by the private sector and recommends that the
private sector should encompass all groups of pupils/students, including
those from low income households and rural areas and those with special
needs. Both Government and Non-Government schools are required to use
the National Curriculum and all students sit the same NECTA examinations,
except in the case of international schools.
5.1 NON-GOVERNMENT PRIMARY AND SECONDARY SCHOOLS
In recent years, the involvement of the private sector in the provision of
education has increased dramatically. The total number of primary schools
(Government and Non-Government) increased from 13,689 schools in 2004 to
17,357 schools in 2017. The number of secondary schools increased from 1,291
schools in 2004 to 4,796 schools in 2017 (see Chart 36).
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Chart 36: Number of Primary and Secondary Government and Non-Government Schools, 2004-2017
Source: MoEVT and PO-RALG 2004 – 2017
Chart 37 shows that the proportion of non-government schools is higher
among secondary schools than among primary schools. The proportion of
primary schools which are non-government schools rose steadily from 1.1% in
2004 to 7.0% in 2017. The number of government schools was higher in
primary education because primary education, according to both ETP 1995
and ETP 2014, has been both universal and compulsory throughout this
period. Therefore the Government ensured that each village should have at
least one primary school. The steady rise in the non-government share is
probably due to increasing wealth and the emergence of a middle class.
The proportion of secondary schools that was non-government was 35.9% in
2004, declining to 19.5% in 2007 and subsequently rising steadily to 24.9% in
2017. The years 2004-2007, which recorded a drop in the proportion of non-
government secondary schools, were the years when numbers of government
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secondary schools were increasing at their fastest due to the implementation
of SEDP I, which aimed to build at least one school in each ward.
Chart 37: Percentages of Non-Government Schools among Total Primary and Secondary Schools, 2004-2017
Source: MoEVT and PO-RALG 2004 – 2017
Chart 38 shows the annual growth rate in the numbers of schools in both the
government and non-government sectors. Although secondary education
recorded a higher percentage of private sector involvement than primary
education, generally the rate of increase in non-government schools in
primary education was higher than in secondary education. From 2005 to 2017
the average annual increase in the number of non-government primary
schools was 18.5% while the number of government primary schools
increased by only 1.5% annually. In contrast, the average annual increase in
the number of non-government secondary schools was 8.0% whereas the
number of government secondary schools increased on average by 11.8%
annually. However, most of this increase in government schools took place
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from 2005 to 2007, at 50.6% annually. Since 2008 the annual growth in the
number of government secondary schools has been 2.7%, compared to 6.3% in
the private sector.
Chart 38: Percentage Change in Number of Primary and Secondary Schools between Consecutive Years, 2004-2017
Source: MoEVT and PO-RALG 2004 – 2017
5.2 ENROLMENT IN NON-GOVERNMENT SECONDARY SCHOOLS
The total enrolment in non-government primary schools increased from
41,234 pupils in 2004 to 348,681 pupils in 2017. In non-government lower
secondary (ordinary level) schools the increase was from 152,635 students in
2004 to 299,932 students in 2017. In non-government higher secondary
(advanced level) schools the increase was from 15,076 students in 2004 to
43,724 students in 2017. These increases can be explained partly in terms of the
good performance by non-government schools in national examinations, due
to the good infrastructure, teaching and management in these schools,
resulting in parents/guardians being motivated to register their children
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there. The increases may also be explained partly by the general
improvements in the economic capacity of society and the emerging middle
class, meaning more people can afford to pay for private schools.
Chart 39: Percentage of Pupils Enrolled in Non-Government Schools, 2004 – 2017
Source: MoEVT and PO-RALG 2004 - 2017
Chart 39 shows that the percentage of primary school pupils enrolled in non-
government schools has been increasing gradually throughout the period
2004-2017 from 0.6% in 2004 to 3.7% in 2017. The percentage of enrolments in
non-government schools at the pre-primary level increased rapidly between
2004 and 2008, reaching a high value of 7.8%. Since then the percentage of
enrolments in non-government pre-primary schools has been fairly stable,
fluctuating between 4.5% and 6.7%.
In lower secondary schools (ordinary level) the percentage enrolment in non-
government schools decreased from 38.0% in 2004 to 10.8% in 2009. As noted
previously, this was the time when the Government was prioritizing
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secondary education and building many new schools. The decrease in the
proportion of students in non-government schools might be due to the
improving accessibility and affordability of secondary education in
government schools compared to non-government schools. The establishment
of community schools in every ward widened the possibilities for all eligible
Tanzanians to join secondary education by reducing the household to school
distance and reducing school fees. After 2009 the percentage of enrolment in
non-government schools increased again up to 18.7% in 2014 and 2015. This
may be due to the gradually increasing affordability of non-government
schools as the level of disposable income in the general population has been
increasing. There has been a slight decline in 2016 and 2017, probably due to
the removal of fees from government lower secondary schools under the Fee-
Free Basic Education Policy.
The proportion of students enrolled in non-government schools at the higher
secondary (advanced) level has generally been higher, but was declining
steadily from 48.6% in 2004 to 21.5% in 2014. Again, this decline is most likely
due to the increasing availability of government secondary schools under the
SEDP programmes. Contrary to the trend in lower secondary, the proportion
enrolled in non-government schools at this level has been increasing again
since 2015, up to 31.0% in 2017. This is probably because the Fee-Free Basic
Education Policy does not cover advanced level education and the relatively
small number of students that proceed from lower secondary to higher
secondary education would on average come more from families that value
education very highly and are willing to pay the fees.
Although the private sector is acknowledged as important in the education
sector, one of the challenges is the issue of affordability by low income
households. In other words, the private sector tends to perpetuate the class
differences between low and high income earners, with the wealthier able to
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afford a higher quality of education, thereby affording their children more
and better opportunities for future employment and wealth generation. This
therefore calls for the Government to make sure that the quality of education
in government schools attains to that available in non-government schools
while at the same time regulating the fee structure of non-government schools
to keep it within reasonable limits.
Generally the private sector has been making a great contribution to the
education sector as over 6% of all pupils and students in schools (from pre-
primary to advanced level) are in non-government schools. The educational
outcomes are in most cases better than those of government schools, as
evidenced by examination results. Greater collaboration between the
Government and the private sector in education is therefore vital.
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Appendix 1: META DATA (EXPLANATIONS OF SELECTED INDICATORS)
This publication comprises essential indicators and statistics summaries
showing the Basic Education Sub Sector performance for fourteen years (2004-
2017). The following table shows the definitions, methods of computation,
comments and limitations of various education indicators.
1 Indicator Name: Number of Primary school leavers selected to Form 1 from all schools, Number
Definition Total number of primary school pupils who sat for Primary School Leaving Examination(PSLE) selected to join Form 1 in government and non-government secondary schools
Method of Computation Total number of primary school leavers selected to join Form 1 in Government and Non-Government Schools
Overview The enrolment in secondary education is a function of primary education performance. A high number of primary education graduates is among the necessary conditions for increasing new entrants into secondary education.
Comments and Limitations
Rationale: It is used to calculate the primary to secondary transition rate which measures the efficiency of primary education. It is also used for planning the secondary education expansion in future. Limitation: This indicator does not represent children who are selected but do not join secondary education due to various reasons such as income constraints, distance, etc. Not only that but also this indicator does not exactly reflect the pass rate in primary education because the conditions for candidates to be selected depend both on their performance and on the vacancies available in schools.
Obtaining Data: Responsible institution: MoEST and PO-RALG Source of Data: MoEST and PO-RALG
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: Region, sex
75
2 Indicator Name. Percentage of Primary school leavers selected to Form 1 from all schools, Percentage
Definition Total number of Primary school leavers selected to Form 1 as percentage of pupils who sat for Primary School Leaving Examination(PSLE)
Method of Computation
Overview The enrolment in secondary education is a function of primary education performance. A high number of primary education graduates is among the necessary conditions for increasing new entrants in secondary education.
Comments and Limitations Rationale: It indicates the capacity of government and private sector to enrol qualified primary school leavers. Limitation: This indicator does not reflect the pass rate in primary education because the condition for candidates to be selected depends both on their performance and on the vacancies available in schools as well as the affordability of the parent/guardian to pay the school fees (for the case of privately owned schools).
Obtaining Data: Responsible institution: MoEST and PO-RALG Source of Data: MoEST and PO-RALG
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: Region, sex
3 Indicator Name. Number of Primary school leavers selected to join Form 1 to government schools, Number
Definition Total number of primary school pupils who sat for Primary School Leaving Examination(PSLE) selected to join Form 1 in government secondary schools
Method of Computation Total of primary school leavers selected to Form 1 in Government schools
Overview The enrolment in secondary education is a function of primary education performance. A high number of primary education graduates is a necessary condition for increasing new entrants in secondary education.
Comments and Limitations Rationale: It indicates the capacity of government to enrol qualified primary school leavers. Limitation: This indicator does not reflect the pass
76
rate in primary education because the condition for candidates to be selected depends both on their performance and on the vacancies available in schools.
Obtaining Data: Responsible institution: MoEST and PO-RALG Source of Data: MoEST and PO-RALG
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: Region, sex
4 Indicator Name. Percentage of Primary school leavers selected to join Form 1 from government schools, Percentage
Definition Total number of Primary school leavers selected to Form 1 in government schools as percentage of pupils who sat for Primary School Leaving Examination(PSLE)
Method of Computation %
Where SGF1= Total number of Primary school leavers selected to Form 1in government schools CSPSLE=Candidates who sat for Primary School Leaving Examination(PSLE)
Overview The enrolment in secondary education is a function of primary education performance. A high number of primary education graduates is a necessary condition for increasing new entrants in secondary education.
Comments and Limitations Rationale: It indicates the capacity of government to enrol qualified primary school leavers. Limitation: This indicator does not reflect the pass rate in primary education because the condition for candidates to be selected depends both on their performance and on the vacancies available in schools.
Obtaining Data: Responsible institution: MoEST and PO-RALG Source of Data: MoEST and PO-RALG
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: Region, sex
5 Indicator Name. Primary school leavers selected to Form 1 to join non-government schools, Number Definition Total number of primary school pupils who sat for
Primary School Leaving Examination(PSLE) selected to join Form 1in non-government secondary schools
Method of Computation Total of primary school leavers selected to Form 1 in non Government schools
77
Overview The enrolment in secondary education is a function of primary education performance. A high number of primary education graduates is a necessary condition for increasing new entrants in secondary education. The enrolment in non-government schools, especially those which are profit making, depends largely on the parents’ income and willingness to pay the fees, as well as the amount of fees charged per student.
Comments and Limitations Rationale: It is used to calculate the primary to secondary transition rate which measures the efficiency of primary education. It is also used for planning the secondary education expansion in future. Limitation: This indicator does not exactly reflect the pass rate in primary education, not only because the conditions for candidates to be selected depend both on their performance and on the vacancies available in schools, but also because parents’ income is an influential factor in admitting pupils to private schools.
Obtaining Data: Responsible institution: MoEST, PO-RALG Source of Data: MoEST, PO-RALG
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: Region, sex
6 Indicator Name. Primary school leavers selected to Form 1 to join non- government schools, Percentage
Definition Total number of primary school leavers selected to Form 1 in non-government schools as percentage of pupils who sat for Primary School Leaving Examination (PSLE)
Method of Computation %
Where SNGF1= Total number of Primary school leavers selected to
Form 1in non-government schools CSPSLE= pupils who sat for Primary School Leaving
Examination(PSLE)
Overview The enrolment in secondary education is a function of primary education performance. A high number of primary education graduates is a necessary condition for increasing new entrants in secondary education.
Comments and Limitations Rationale: It is used to calculate the primary to secondary transition rate which measures the
78
efficiency of primary education. It is also used for planning the secondary education expansion in future. Limitation: This indicator does not exactly reflect the pass rate in primary education, not only because the conditions for candidates to be selected depend both on their performance and on the vacancies available in schools, but also because parents’ income is among the main determinant factors for pupils’ admission into private schools.
Obtaining Data: Responsible institution: MoEST, PO-RALG Source of Data: MoEST, PO-RALG
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: Region, sex
7 Indicator Name. Primary school net gender parity index, Percentage
Definition Ratio of female to male net enrolment rate(NER) in public and private primary schools
Method of Computation It is the ratio of female NER divided by male NER.
NER GPI =
Where:
NER =
NEP = Pupils in Primary Education aged7-13 years old P(7-13 Years) = Population aged 7-13 years old GPI = Gender Parity Index
Overview Primary Education is a seven year education period after Pre-Primary education. It is universal and compulsory for all children aged 7 to 13 years. The primary school period begins with standard one (Std I) on entry, and ends with standard seven (Std VII) in the final year. It is a prerequisite to joining secondary education.
Comments and Limitations Rationale: NER GPI reflects the proportion of girl to boy pupils in schools in relation to the number of girls and boys of the official schooling age in the population. Therefore it provides an actual picture of accessibility to primary education by gender. A NER GPI of 1 indicates parity between both sexes; a GPI between 0 and 1 means a disparity in favour of males; whereas a GPI greater than 1 indicates a
79
disparity in favour of females. Limitations: This indicator shows the level of accessibility to primary education but is constrained by the actual age determination, as some parents do not submit the necessary documents for their children’s entry age verification during registration to standard 1. It also requires an accurate estimate of the age-specific population, which is only measured directly once every 10 years.
Obtaining Data: Responsible institution: MoEST and PO-RALG Source of Data: MoEST,PO-RALG& NBS
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: Region
8 Indicator Name. Number of Primary schools, Number
Definition Total number of registered government and non-government institutions which are providing formal primary education (ISCED 1)
Method of Computation Total of registered government and non-government primary schools
Comments and Limitations Rationale: The indicator reflects the expansion of the primary education subsector. An increasing number of primary schools implies an increase in sustainable access to primary education. An increase in schools is either to cope with population expansion so as to curb overcrowding in schools or to reduce the household to school distance for ensuring easy access to schools. Limitation: There are variations among schools in terms of the number of pupils relative to available teaching facilities (the capacity of schools), which can be a violation of the standards set by MoEST through its rules and regulations.
Obtaining Data: Responsible institution: MoEST, PO-RALG Source of Data: MoEST, PO-RALG
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: District, ownership
9 Indicator Name. Pupil/pit latrine ratio in primary schools, Ratio
Definition Pupil/Pit Latrine Ratio (PLR) Ratio is the number of pupils for each Pit Latrine in government and non-government primary schools, or number of students on average per pit latrine in primary education.
80
Method of Computation PLR =
Where: PLR = Pupil Latrine Ratio
Overview Inadequate availability of pit latrines which are clean, safe and gender-segregated is bound to discourage children, especially girls, from attending school regularly. However, for many public primary schools this is the norm. Therefore the shortage of pit latrines is the one of the factors which affects school attendance, survival and the general performance of pupils. In Tanzania the standard is that not more than 25 boy primary pupils are supposed to share one Pit Latrine and not more than 20 girl primary pupils are supposed to share one Pit Latrine.
Comments and Limitations Rationale: The Pupil Pit Latrine Ratio (PLR) measures the adequacy of toilets in primary education. Limitation: PLR does not measure the quality of the toilets such as availability of facilities such as water, the type of toilets, etc.
Obtaining Data: Responsible institution: MoEST and PO-RALG Source of Data: MoEST and PO-RALG
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: School, sex
10 Indicator Name. Pupil/teacher ratio in all primary schools, Ratio
Definition Pupil Teacher Ratio (PTR) is the average number of pupils per teacher in government and non-government primary schools.
Method of Computation
schoolsprimary in Teachers ofNumber
schoolsprimary in Pupils ofNumber PTR
Where: PTR = Pupil Teacher Ratio
Overview In education, the teacher is the supreme stakeholder for student performance. He/she develops schemes of work and lesson plans in line with curriculum objectives. He/she develops and fosters the appropriate skills and social abilities to enable the optimum development of children, according to age, ability and aptitude. In Tanzania, a qualified teacher in primary education is one who possesses at least a certificate
81
in education. There is no specification of subjects taught, each teacher being prepared to teach all subjects.
Comments and Limitations Rationale: The PTR provides an indication of the teaching workload and average class size in primary schools. Limitation: PTR is not a sufficient indicator for measuring teaching workload in schools and does not accurately measure class size because of variations in workloads and class sizes within schools.
Obtaining Data: Responsible institution: MoEST and PO-RALG Source of Data: MoEST and PO-RALG
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: School, ownership, sex
11 Indicator Name. Pupil/teacher ratio in all secondary schools, Ratio
Definition Pupil Teacher Ratio (PTR) is the average number of students per teacher in government and non-government secondary schools
Method of Computation
schoolssecondary in Teachers ofNumber
schoolssecondary in Students ofNumber PTR
Where:
PTR = Pupil Teacher Ratio
Overview In education the teacher is the supreme stakeholder for student performance. He/she develops schemes of work and lesson plans in line with curriculum objectives. He/she develops and fosters the appropriate skills and social abilities to enable the optimum development of children, according to age, ability and aptitude. In Tanzania a qualified teacher to teach in secondary education is one who possesses at least Diploma in Education for grades 1 and 2 in lower secondary and at least a Bachelor of Education for teaching in lower secondary 3 and 4 and in higher secondary.
Comments and Limitations Rationale: The PTR provides an indication of the teaching workload in secondary schools, and is hence used by the Government for planning purposes to allocate more resources in teacher training in the case of teacher shortage. Limitation: It is not a good indicator for teaching workload in secondary education because each teacher teaches two subjects, not all subjects;
82
therefore there is a possibility for teachers of some subjects to have an inadequate workload while others have an adequate or excessive workload.
Obtaining Data: Responsible institution: MoEST and PO-RALG Source of Data: MoEST and PO-RALG
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: School, ownership, sex
12 Indicator Name. Percentage of Pupils who failed the primary school leaving examination, Percentage
Definition Total number of Pupils who failed the primary school leaving examination (PSLE) in the given year expressed as a percentage of the total candidates who sat for that examination in that given year.
Method of Computation PFE =
Where: PFEt= Number of Pupils who failed the primary school
leaving examination (PSLE) in given year PSEt= Number of Pupils sat for PSLE in given year
Overview Passing the Primary School Leaving Examination is the entry criterion to be selected for secondary education. Therefore the pass rate in that examination determines the transition rate to secondary education. If the fail rate is high it implies that there will be a decrease in the number of pupils joining secondary education.
Comments and Limitations Rationale: The indicator shows the inefficiency of primary education. An increase of this indicator implies deterioration of primary education.
Obtaining Data: Responsible institution: MoEST and PO-RALG Source of Data: NECTA
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: School, sex
13 Indicator Name. Percentage of Pupils who passed the primary school leaving examination, Percentage
Definition Total number of Pupils who passed the primary school leaving examination (PSLE) in the given year expressed as a percentage of the total candidates who sat for that examination in that given year.
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Method of Computation PFE=
Where PPEt= Number of pupils who passed the primary school
leaving examination (PSLE) in given year PSEt = Number of pupils sat for PSLE in given year
Overview Passing the Primary School Leaving Examination is the entry criterion of primary school pupils to be selected for secondary education. Therefore the pass rate in that examination determines the transition rate to secondary education. The higher the pass rate the more pupils are qualified to join secondary education.
Comments and Limitations Rationale: The indicator shows the performance of primary education. An increase in this indicator implies that primary education is improving.
Obtaining Data: Responsible institution: MoEST & PO-RALG Source of Data: NECTA
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: School, sex
14 Indicator Name. Number of pupils who sat for the primary school leaving examination(PSLE), Number Definition Total number of primary school pupils who
registered, attended and attempted at least one subject of PSLE.
Method of Computation Total number of pupils from government and non-government primary schools who sat for PSLE
Overview An increasing number of candidates sitting for PSLE is one of the indications that primary education is improving, in terms of increasing enrolment and reducing dropout. It is also an alert that if the pass rate remains constant or improves the number of pupils qualified to join secondary education will increase. Therefore it predicts the enrolment demand in secondary education.
Comments and Limitations Rationale: It shows the primary school education completion status for pupils qualified to sit for PSLE in a given year.
Obtaining Data: Responsible institution: MoEST Source of Data: NECTA
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: Total
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15 Indicator Name. Number of secondary schools, Number
Definition Total number of registered government and non-government secondary schools which are providing formal secondary education (ISCED2&3)
Method of Computation Total of registered government and non government secondary schools.
Overview The formal secondary education consists of two sequential cycles. The first cycle is a four year programme of Ordinary Level (O-Level) secondary education, known as lower secondary. The second cycle is a two year programme of Advanced Level (A-Level) secondary education, known as higher secondary. The O-Level cycle begins with Form 1 and ends with Form 4, in which Form 1 selection and enrolment in Government and Non–Government secondary schools is subject to the performance in the national Primary School Leaving Examination (PSLE). The A-Level cycle consists of Forms 5 and 6. The Selection and enrolment in A-Level secondary education for Government and Non- Government secondary education is based on the prescribed performance level in the relevant subject combinations after attainment of appropriate credits in the Form 4 Certificate of Secondary Education Examination (CSEE).
Comments and Limitations Rationale: The indicator reflects the expansion of the secondary education sector. An increase in the number of secondary schools implies an increase in sustainable access to secondary education. An increase in schools is either to cope with expanding enrolment in secondary education or to reduce the household to school distance for ensuring easy access to schools.
Limitation: There are variations between schools in terms of the numbers of pupils in schools relative to available teaching facilities (the capacity of schools) which can be a violation of standards set by MoEST through its rules and regulations.
Obtaining Data: Responsible institution: MoEST and PO-RALG Source of Data: MoEST and PO-RALG
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: Region, ownership
85
16 Indicator Name. Percentage of students who fail the Form 6 examination, Percentage
Definition Total number of students who fail the Form 6 examination in the given year expressed as a percentage of the total candidates who sat for that examination in that given year.
Method of Computation FSFEt= X100
Where FSFEt = Number of students who fail the Form 6 examination in given year FSSEt = Number of students who sat for the Form 6 examination in given year
Overview Passing the Form 6 examination is the entry criterion to tertiary education. Therefore the pass rate in that examination determines the transition rate to tertiary education.
Comments and Limitations Rationale: The indicator shows the inefficiency of advanced/higher secondary education. An increase in this indicator implies a deterioration of advanced/higher secondary education.
Obtaining Data: Responsible institution: MoEST Source of Data: NECTA
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: School, sex
17 Indicator Name. Number of secondary school Teachers, Number
Definition Total number of teaching staff in government and non-government secondary schools
Method of Computation Total of all teachers in government and non-government secondary schools
Overview In education the teacher is the supreme stakeholder for student performance. She/he develops schemes of work and lesson plans in line with curriculum objectives. She/he develops and fosters the appropriate skills and social abilities to enable the optimum development of children, according to age, ability and aptitude.
In Tanzania a qualified teacher to teach in secondary education is one who possesses at least Diploma in Education for grades 1 and 2 in lower secondary and at least a Bachelor of Education for teaching in lower secondary 3 and 4 and in higher secondary.
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Comments and Limitations Rationale: It is used by Government for planning purposes such as determination of the demand for teachers and recruitment of teachers according to demand. This indicator is a base for Student Teacher Ratio computation. It is also used to determine the demand for teachers’ facilities such as houses etc. Limitation: It does not show teachers’ qualifications or subject specialities.
Obtaining Data: Responsible institution: MoEST &PO-RALG Source of Data: MoEST &PO-RALG
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: School, sex
18 Indicator Name. Number of all primary school teachers, Number
Definition Total number of teaching staff in government and non-government primary schools
Method of Computation Total of all teachers in government and non-government primary schools
Overview In education the teacher is the supreme stakeholder for student performance. She/he develops schemes of work and lesson plans in line with curriculum objectives. She/he develops and fosters the appropriate skills and social abilities to enable the optimum development of children, according to age, ability and aptitude. In Tanzania a qualified teacher in primary education is one who possesses at least a Certificate in Education. There is no specification of subjects taught, each teacher being prepared to teach all subjects.
Comments and Limitations Rationale: It is used by Government for planning purposes such as teacher demand determination and recruitment of teachers according to demand. This indicator is a base for Pupil Teacher Ratio computation. It is also used to determine the demand for teachers’ facilities such as houses etc. Limitation: It does not show teachers’ qualifications.
Obtaining Data: Responsible institution: MoEST & PO-RALG Source of Data: MoEST & PO-RALG
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: School, sex
87
19 Indicator Name. Total government budget
Definition Total amount of money planned to be collected by the Government as revenue and spent by the Government as government expenditure in a given year.
Method of Computation Total of all budget votes of all government institutions.
Overview The government budget is an important instrument for implementation of policy decisions by the Government to achieve social, economic and political ends.
Comments and Limitations Rationale: This indicator provides a picture of the implementation of government policies, programmes and projects. It is also used for comparing with the education sector budget Limitation: Actual expenditures in practice may differ from the official budget. The total does not differentiate between development and recurrent expenditure.
Obtaining Data: Responsible institution: MoEST and PO-RALG Source of Data: Ministry of Finance& Planning
Data Availability: Frequency of measurement: Annually Time lag: One year Data Disaggregation: Total
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Appendix2A: NUMBER OF PUPILS IN PRE-PRIMARY, PRIMARY AND SECONDARY SCHOOLS, 2004-2017
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Pre
-Pri
mar
y Male 279,891 318,617 331,440 387,868 435,956 445,867 461,628 538,478 530,425 512,798 522,846 535,035 787,743 765,896
Female 274,944 319,974 337,697 407,143 438,025 450,279 463,837 530,730 504,304 513,668 523,523 534,788 775,027 751,774
Total 554,835 638,591 669,137 795,011 873,981 896,146 925,465 1,069,208 1,034,729 1,026,466 1,046,369 1,069,823 1,562,770 1,517,670
Increase 15.1% 4.8% 18.8% 9.9% 2.5% 3.3% 15.5% -3.2% -0.8% 1.9% 2.2% 46.1% -2.9%
Pri
mar
y
Male 3,626,241 3,855,712 4,051,676 4,215,171 4,261,831 4,248,764 4,203,269 4,159,740 4,086,280 4,066,287 4,047,582 4,079,827 4,265,714 4,629,215
Female 3,456,822 3,685,496 3,908,208 4,101,754 4,148,263 4,192,789 4,216,036 4,203,646 4,160,892 4,165,626 4,175,085 4,218,455 4,373,488 4,688,576
Total 7,083,063 7,541,208 7,959,884 8,316,925 8,410,094 8,441,553 8,419,305 8,363,386 8,247,172 8,231,913 8,222,667 8,298,282 8,639,202 9,317,791
Increase 6.5% 5.6% 4.5% 1.1% 0.4% -0.3% -0.7% -1.4% -0.2% -0.1% 0.9% 4.1% 7.9%
Sec
on
dar
y
(Fo
rm I-
IV)
Male 212,400 258,134 330,892 511,416 644,017 774,518 866,734 936,003 954,961 888,323 945,418 820,989 824,767 863,718
Female 189,198 231,808 299,353 455,671 520,233 627,041 699,951 775,106 847,849 840,211 924,662 827,370 850,826 904,172
Total 401,598 489,942 630,245 967,087 1,164,250 1,401,559 1,566,685 1,711,109 1,802,810 1,728,534 1,870,080 1,648,359 1,675,593 1,767,890
Increase 22.0% 28.6% 53.4% 20.4% 20.4% 11.8% 9.2% 5.4% -4.1% 8.2% -11.9% 1.7% 5.5%
Sec
on
dar
y
(Fo
rm V
-VI)
Male 20,236 21,620 27,236 31,780 35,107 38,427 43,437 50,990 55,512 50,868 52,215 75,603 81129 83689
Female 10,765 12,763 18,191 21,643 23,046 26,416 28,577 27,448 25,950 24,654 24,854 50,421 50233 57278
Total 31,001 34,383 45,427 53,423 58,153 64,843 72,014 78,438 81,462 75,522 77,069 126,024 131,362 140,967
Increase 10.9% 32.1% 17.6% 8.9% 11.5% 11.1% 8.9% 3.9% -7.3% 2.0% 63.5% 4.2% 7.3%
Sec
on
dar
y
(Fo
rm I-
VI)
Male 232,636 279,754 358,128 543,196 679,124 812,945 910,171 986,993 1,010,473 939,191 997,633 896,592 905896 947407
Female 199,963 244,571 317,544 477,314 543,279 653,457 728,528 802,554 873,799 864,865 949,716 877,791 901059 961450
Total 432,599 524,325 675,672 1,020,510 1,222,403 1,466,402 1,638,699 1,789,547 1,884,272 1,804,056 1,947,349 1,774,383 1,806,955 1,908,857
Increase 21.2% 28.9% 51.0% 19.8% 20.0% 11.7% 9.2% 5.3% -4.3% 7.9% -8.9% 1.8% 5.6%
Source: MOEVT, PO-RALG: BEST 2004-2017
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Appendix 2B: GROSS ENROLMENT RATIO (GER), 2004-2017
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Pre
-Pri
mar
y Male 28.8 29.6 34.2 38.5 38.8 39.3 44.7 42.8 36.9 102.2 95.5
Female 29.5 30.4 36.1 38.8 39.3 39.6 44.3 40.9 37.4 103.1 96.1
Total 25.7 29.1 30 35.2 38.1 38.3 39.5 44.5 41.8 37.2 36.9 35.9 102.6 95.8
GPI 1.02 1.03 1.06 1.01 1.01 1.01 0.99 0.96 1.01 1.01 1.01
Pri
mar
y
Male 108.3 119.1 114.2 115.5 113.3 110.9 106.2 102 97.6 95.4 92.1 96.4
Female 104.2 107.9 111.1 113.3 111.2 110.2 106.6 103.3 99.2 97.5 94.2 97.4
Total 106.3 109.9 112.7 114.4 112.3 110.5 106.4 102.7 98.4 96.4 93.3 91.9 93.2 96.9
GPI 0.96 0.91 0.97 0.98 0.98 0.99 1.00 1.01 1.02 1.02 1.02 1.01
O-L
evel
Sec
on
dar
y Male 21 32 39.7 47.8 52 54.5 54.1 47.2 41.9 40.8
Female 19.3 29 32.6 39.3 42.6 45.9 48.8 43.8 43.3 41.8
Total 12.9 15.9 20.2 30.5 36.2 43.6 47.3 50.2 51.4 45.5 41.7 48.9 42.6 41.3
GPI 0.92 0.91 0.82 0.82 0.82 0.84 0.90 0.93 1.03 1.02
A-L
evel
Sec
on
dar
y Male 4.1 4.7 5.1 5.2 5.7 6.5 6.9 5.9 9 8.6
Female 2.4 2.8 2.9 3.6 3.8 3.5 3.2 2.6 4.9 5.2
Total 2.1 2.4 3.2 3.7 4 4.4 4.8 5 5.1 4.2 4.1 6.6 6.8 6.8
GPI 0.58 0.59 0.57 0.69 0.67 0.54 0.46 0.43 0.54 0.60
To
tal
Sec
on
dar
y Male 16 23.9 29.5 35.3 37.5 39.5 39.3 34.3 31.6 30.7
Female 13.7 20.3 22.8 27.4 30.4 32.5 34.4 30.1 29.7 29.5
Total 9.4 11.7 14.8 22.1 26.1 31.3 34 36.1 36.9 32.1 29.6 30 30.6 30.1
GPI 0.86 0.85 0.77 0.78 0.81 0.82 0.88 0.88 0.94 0.96
Source: MOEVT, PO-RALG: BEST 2004-2017
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Appendix 2C: NET ENROLMENT RATE (NER), 2004-2017
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Pre
-Pri
mar
y Male NA 27.5 28.1 32.3 36.7 24.3 37.4 42.7 41 35.2 46.2 43.9
Female NA 28 28.9 34 36.9 24.4 37.7 42.1 38.8 35.6 47.1 45.3
Total 24.6 27.7 28.5 33.1 36.1 37.2 37.5 42.4 39.9 35.4 33.4 33.3 46.7 44.6
GPI 1.02 1.03 1.05 1.01 1 1.01 0.99 0.95 1.01 1.02 1.03
Pri
mar
y
Male 91.4 95.6 96.8 97.6 97.5 95.84 95.2 93.7 91.4 89.5 84.8 82.9
Female 89.7 93.9 95.4 97 97 95.96 95.2 94.2 92.5 90.8 86.8 85.0
Total 90.5 94.8 96.1 97.3 97.2 95.9 95.4 94.0 92.0 90.1 84.4 87.8 85.8 84.0
GPI 0.98 0.98 0.99 0.99 0.99 1 1 1.01 1.01 1.01 1.02 1.03
O-L
evel
Sec
on
dar
y Male 12.4 20 24.5 29.7 31.8 35.4 36.5 33.7 32.1 32.0
Female 14.3 21.5 24.3 28.5 29.9 33.7 36.6 33.7 34.6 34.6
Total 8.4 10.3 13.4 20.7 24.4 29.1 30.8 34.5 36.6 33.7 32.9 28.3 33.4 33.3
GPI 1.15 1.08 0.99 0.96 0.94 0.95 1 1 1.08 1.08
A-L
evel
Sec
on
dar
y Male 1.1 1.3 1.6 1.4 2.1 2.5 3.2 2.3 3.8 3.3
Female 0.9 0.6 1.3 1.5 1.8 1.6 2.2 1.4 2.7 2.8
Total 0.5 0.6 1.0 0.9 1.4 1.5 1.9 2.0 2.7 1.8 2.0 3.3 3.2 3.0
GPI 0.82 0.44 0.81 1.07 0.86 0.64 0.69 0.63 0.71 0.85
To
tal
Sec
on
dar
y Male 13.6 21.7 25.8 30.6 32.2 34.5 35.6 30.4 28.1 27.4
Female 12.6 19.6 21.2 25.1 27.5 29.6 33 27.3 26.8 26.7
Total 5.9 10.1 13.1 20.6 23.5 27.8 29.9 32.1 34.3 28.8 29.6 24.4 27.5 27.0
GPI 0.93 0.9 0.82 0.82 0.85 0.86 0.93 0.9 0.95 0.97
Source: MOEVT, PO-RALG: BEST 2004-2017